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STANDARD 

ELEMENTARY SCHOOLS 



ILLINOIS 

1920 




CIRCULAR 144 

Seventh Edition 



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COLOR FOR WALLS AND CEILING. 



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The color of this sheet is a good tint for the ceiling. 



Standard 

Elementary School 

ILLINOIS 
1920 



Section I Sanitary Schoolrooms. 

II Standard Schools 

III Schoolhouses 

IV Consolidated Schools 
V High School Privileges 



F, G. BLAIR, 
Superintendent of Public Instruction 

U. J. Hoffman, W. S. Booth, Assistants 
Supervisors of Elementary Schools 



CIRCULAR NO. 144 SEVENTH EDITION 



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SCHNEPP & Barnes, Printers 

Springfield, III. 

1919. 

30004— 30M 



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CONTENTS AND INDEX. 



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Page 

A word to school officers • • • ^ 

Sanitary school rooms '^ 

The law governing sanitation 7 

Duties of school officers 7-8 

Heating and ventilation 8 

Room heaters ^ 

Requirements and suggestions 9-14 

Basement furnaces 14 

Requirements and suggestions 14-18 

Steam heating 18 

Requirements and suggestions 18-20 

Lighting 20 

Requirements and suggestions 20-21 

Seating • • • 21 

Requirements and suggestions 21-26 

Water supply 26 

Requirements and suggestions 26-28 

Toilets 28 

Requirements and suggestions 28-33 

Safety against fire 34 

Inspection record 35-38 

Standard schools - 39 

One-room, standard 41 

One-room, superior 45-59 

Graded, standard and superior 59-67 

School houses 67 

One room plans 67-81 

Graded school plans 82-91 

Consolidated schools 92 

The law for consolidation 92 

Information about consolidated schools 96 

High school privileges 113 




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TO SCHOOL OFFICERS. 



The march from the old log schoolhouse of the pioneers to 
the standard or superior schoolhouse of today has followed a long 
and hard road beset at times with almost impossible obstacles. 
But for the last ten years the road has been easier to travel and 
much progress has been made. So long as people lived in log 
houses and kept their stock in log barns and pens, the log school- 
house . was a matter of course. But many years after the log 
residences had been replaced by frame and brick, the log school 
remained. Even after the cattle and horses and sheep and pigs 
had been provided a comfortable, roomy, airy barn, the old log 
schoolhouse was counted good enough for the children. No doubt 
the common belief that education consisted mainly in subjecting 
children to hardships, to serious disciplines and deprivations, had 
something to do with the long life of those barren, uninteresting 
houses. Today we often hear an echo of that old voice telling 
us that we are making education too easy, too soft for the children ; 
that our school buildings are too fine and furnishings too rich and 
plentiful ; that we are making the children dependent rather than 
resourceful, expecting always to be helped rather thaji to help 
themselves. But such an argument, if it has any force, would 
hold equally against better homes, better food, better clothing and 
better machinery. It is doubtful whether a truer indication of the 
civilization and culture of a community can be found that the kind 
of a school building which it provides for its children. But in 
many of our best districts it has required hard and persistent ef- 
fort to arouse and maintain that sentiment and pride which are 
necessary to get and keep a schoolhouse which is in keeping with 
the homes, churches and public buildings of those communities. 
In the main, however, all that the people have needed was sug- 
gestion and information. 

The improvement in school buildings in Illinois from 1908 
down to the outbreak of the World War is one of the outstanding 
events since the organization of the public school system, although 
much remains to be done. Aside from the conditions of pros- 
perity and progress which have exercised helpful influences, the 
two main factors in this building and repairing program are the 
standardization plan and the sanitation law. Had it not been for 
the war and the consequent increase in the price of building 
materials and labor, our million boys and girls would all be 



housed in comfortable, sanitary schoolrooms today. Some forward 
looking communities have been held in impatient restraint by 
these war conditions and have already launched their building 
campaign. Unfortunately, some districts gladly welcomed any- 
thing that would delay the doing of what they did not want to do. 

We are now ready for a forward movement all along the 
line. The county and city superintendents must lead. Every 
spot on the map where good schools have displaced unfit ones 
marks the location of some vigorous, courageous superintendent. 
Mr. Hoffman and Mr. Booth, who have done so much in shaping 
and directing this movement, can accomplish very little unless 
there is aggressive local leadership. 

This circular supplies detailed suggestions and information. 



Superintendent of Public Instruction. 



SECTION 1. SANITARY SCHOOL ROOMS. 



Specifications of Minimum Requirements Made by the Superintendent op 
Public Instruction, 1920, Superseding Those Previously Made. 

The State requires under penalty, that every child of school age shall 
attend school every day that schools are in session. To require such attend- 
ance in school rooms which endanger their health and safety, would be a 
great injustice to the children of the state. To avoid such injustice as well 
as to make school attendance of greatest benefit to the children, the Legisla- 
ture of 1915 amended the School law providing that every school room must 
be constructed, furnished and conditioned to conserve the health and safety 
of its occupants. 

The things which are closely related to the child's physical well-being 
as well as school life are: 

Heating 

Ventilation 

Lighting 

Seating 

Water supply 

Toilets 

Safety against fire 

The statute does not state in detail how these conditions shall be met. 
Specific directions are left to the State Superintendent of Public Instruction. 
These specifications have the force of law. 

The enforcement of the law devolves upon the Superintendent of Public 
Instruction, the county superintendent of schools, the board of township 
trustees and the boards of directors and boards of education. 

THE LAW GOVERNING THE SANITATION OF SCHOOLROOMS. 

Duty of the Superintendent of Public Instruction. 

The duty of the Superintendent of Public Instruction shall be to pre- 
pare, with the advice of the State Board of Health, the State Architect and 
the State Fire Marshal, for school directors and boards of education speci- 
fications for the minimum requirements for heating, ventilation, lighting, 
seating, water supply, toilets and safety against fire which will conserve the 
health and safety of the children attending the public schools. Section 3, 
paragraph 13. 

Duty of the County Superintendent of Schools. 

Approved Plans. — The duty of the county superintendent of schools shall 
be to inspect the plans and specifications for heating, ventilation, lighting, 
seating, water supply, toilets and safety against fire for public schoolrooms 
and buildings submitted to him by boards of education or boards' of directors, 
and to approve all those which comply substantially with the specifications 
prepared and published by the Superintendent of Public Instruction. Sec- 
tion 15, paragraph 20. 



8 

Inspect Buildings. — To inspect all public schools under his supervision 
and notify in writing before the first day of April the board of school trus- 
tees or other boards exercising similar functions whether the several schools 
in their jurisdiction have or have not been kept as required by law. Section 
15, paragraph 21. 

Condemn Buildings. — To request the State Board of Health, (Depart- 
ment of Health,) the State Fire Marshal, or the State Architect to inspect 
public school buildings which appear to him to be unsafe, insanitary or un- 
fit for occupancy. It shall be the duty of these officials to inspect such build- 
ings and to state in writing in what particular they are unsafe, insanitary 
or unfit for occupancy. Upon the receipt of such statement the county super- 
intendent of schools shall condemn the building and notify in writing the 
board of directors or board of education, stating specifically the reasons for 
such condemnation. He shall also notify in writing the board of school 
trustees that the school so condemned is not kept as required by law. Sec- 
tion 15, paragraph 22. 

Note. — The purpose of this provision of the law is to reinforce the po- 
sition taken by the county superintendent of schools by the opinion of ex- 
perts when he desires such reinforcement. 

Only in exceptional cases, does the county superintendent need to call 
for assistance from more than one of the officials mentioned. Incase of in- 
sanitary conditions call upon the State Department of Health: in case of 
dangerous condition due to structional defects, call upon the State Architect: 
in case of danger from non-compliance with the law relative to fire hazard, 
call upon the State Fire Marshal. 

Duty of the Township Trustees. 

Withhold Funds. — When the board of trustees has had notice from the 
county superintendent of schools that a district has not kept school as re- 
quired by law, the part of the distributive fund apportioned to such district 
shall be withheld until the county superintendent has given notice in writing 
that the requirements of the law have been complied with. The amount 
withheld shall then be placed to the credit of such district: Provided, in 
cases where the schoolhouses were already in use for school purposes July 1, 
1915, and do not comply with the minimum requirements for the health and 
safety of the pupils as set forth by the Superintendent of Public Instruction, 
the distributive fund shall not be withheld until after March 1, 1917. Sec- 
tion 35, School Law. 

Duty of Boards of Directors and Boards of Education. 

Submit Plans. — Before erecting or remodeling a public school build- 
ing the board of directors or the board of education in districts containing 
fewer than one hundred thousand inhabitants shall submit the plans and 
specifications respecting heating, ventilation, lighting, seating, water supply, 
toilets and safety against fire to the county superintendent of schools for 
his approval. Section 119, School Law. 



HEATING AND VENTILATION. 

I. ROOM HEATERS. 

A room heater is a form of warm air furnace which is placed in a cor- 
ner of the room. To be used in a school room it must be so installed as to 
bring in air from out of doors, conduct it through the furnace and deliver 
it in the room. Provision must also be made to withdraw air from the floor 
level in quantity equal to that admitted to the furnace. The use of a bare 
stove or jacketed stove which does not provide for the admission of air 
from the outside and a withdrawal of air from within the room is prohibited. 



SPECIFICATIONS. 

No. 1 The stove within the casing or jacket shall be of suitable size 

to heat the room in all parts during the coldest weather to a temperature 

of 70 degrees F. without too hot a fire. Counting all the space to be heated 

school room, classrooms, and library room, for 8,000 to 10,000 cubic feet 

the grate area should be 18 inches in diameter: 

From 10,000 to 12,000 cubic feet 22 inches in diameter; From 12 000 to 17 000 
cubic feet, 24 inches. i i-'«s.^->,,^ ' 




Single Flue Ventilation. 



10 



No. 2. The casing which surrounds the stove shall be at least as high 
as the stove. The distance between the stove and casing at the narrowest 
place not less than eight inches. 

If the casing extends to the floor the duct admitting the air to furnace 
shall be so constructed that when the outside opening is open the inside 
opening shall be closed and when the outside opening is closed the Inside 
opening shall be open. 

If the casing does not extend to the floor the duct from the outside shall 
be so constructed that the entering cold air cannot fall to the floor, but is 
directed upward between the casing and the stove. 

No. 3. The damper which controls the admission of air from the out- 
side shall be closefitting and the opening from the outside shall be protected, 
so that the wind and rain cannot blow directly into it. 

FRESH AIR DUCTS AND VENTILATING FLUBS. 

Single Flue Ventilating Chimney. 

For a room 8,000 cubic feet or under: 

a. Cross-sectional area of flue, not less than 256 square inches, 16 by 16 
inches. 



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CONSTRUCTION OF A DOUBLE FLUE CHTMNET. 

(a) Foul air flue. (b) Chimney tile. (c) Opening into foul air flue. 

(d) Door wliich controLs supply of air to the furnace. 

b. Cross-sectional area of foul air register at the floor level, not less 
than 192 square inches equal to 12 by 16 inches the small dimension upward. 



11 

c. Cross-sectional area of fresh air intake in the wall by the heater, 
not less than 180 square inches, equal to 12 by 15 inches. 

d. Outside size of chimney 20 by 24 inches, 8 inch brick, 2i/^ wide by 3 
bricks long, and at least 26 feet high. The long way of the chimney must 
face the schoolroom. 

For a room more than 8,000 cudic feet: 

a. Cross-sectional area of flue, not less than 256 ~""uare inches, 16 by 16 
inches. 

b. Cross-sectional area of foul air register at fiuor level not less than 
256 inches, 16 by 16 inches. 

c. Cross-sectional area of fresh air intake in the wall near the heater, 
not less than 240 square inches, equal to 15 by 16 inches. 

d. Outside size of chimney, 24 by 24 inches, 8-inch brick, 3 bricks by 3 
bricks and at least 30 feet high. 

Double Flue Ventilating Chimney. 
For a room 8,000 cubic feet or under: 

a. Cross-sectional area of smoke flue not less than 96 square inches, 8 
by 12 inches. 

b. Cross-sectional area of ventilating flue, not less than 192 square inches, 
12 by 16 inches. 

c. Cross-sectional area of register at the floor level, not less than 192 
square inches, equal to 12 by 16 inches. 

d. Cross-sectional area of fresh air intake in the wall near the heater, 
not less than 180 square inches, equal to 12 by 15 inches. 

e. Outside size of chimney 20 inches wide by 32 inches long, 8-inch brick, 
2% wide, 4 long, at least 26 feet high. The long way of the chimney must 
face the school-room. 

For a room more than 8,000 cu'bic feet: 

a. Cross-sectional area of smoke flue not less than 96 square inches, 8 
by 12 inches. 

b. Cross-sectional area of ventilating flue, not less than 240 square 
inches, 12 by 20 inches. 

c. Cross-sectional area of register at the floor level, not less than 240 
square inches, 12 by 20 inches. 

d. Cross-sectional area of fresh air intake in the wall near the heater, 
not less than 240 inches, equal to 15 by 16 inches. 

c. Outside size of chimney, 20 by 36 inches, 8-inch brick, 2% bricks 
wide, 4y2 bricks long, at least 30 feet high. If the chimney can be higher it 
will give better service in unusual weather. 

Every fresh air duct and foul air vent should be provided with shutoffs 
so that they can be kept closed at night and to give control of the entering or 
outgoing air in unusual weather. 

The grills and dampers should not take up more than one-third of the 
space of the openings. 

The chimney should always be at least 4 feet higher than any nearby 
object, such as a gable or a tower. 

No. 4. Foul Air Vent. — The cross-sectional area of the opening into the 
foul air vent shall not be less than the cross-sectional area of the fresh 
air opening in the wall. 

No. 5. Size of Room. — All classrooms shall have at least 16 square feet 
of floor space and not less than 200 cubic feet of air space per pupil. 

SUGGESTIONS. 

HEATERS AND VENTILATORS ON THE MARKET. 

There are many room heaters on the market. Some no doubt are better 
than others. 

The difference among the several kinds of room heaters is not so much 
a matter of construction as it is of durability of materials. Whether they 
do the work satisfactorily is dependent upon their proper installation. 



12 

Directors should use their best judgment in the selection. They should, 
however, mate sure that the stove is large enough to heat the room, that it 
is made of durable material, that doors and draft openings are capable of 
being closed so well that fire can be kept over night. They should also 
require that the law is complied with regarding ample provisions for venti- 
lation, both in the intake and outlet of air. 

Sheet iron ventilating shafts through the roof should not be purchased. 
They will not last nor do they render satisfactory service. The same is true 
of sheet iron ventilating pipes from the floor into the chimney. When heaters 
are installed, only chimney ventilation should be accepted. When the heat- 
ers now in use which were installed with sheet iron pipes are worn out, a 
chimney should be built which provides for ventilation. 

LOCATION OF THE HEATER. 

Wherever possible the heater should be located in the end of the room 
in which is the entrance. The cold air coming in when the door is opened 
will then be taken up by the heater. If it is at the end opposite the entrance 
the entering cold air will flow over the feet of the children on its way to the 
heater. It is better to have the children face away from the door and the 
teacher face the door. The heater is much in the way when in the end of 
the room in front of the children. 

IMPORTANCE OF CHIMNEYS. 

The chimney is a very important matter. 

A single flue chimney if of the proper size and height in proportion to 
size is satisfactory. The evil to provide against is the falling of soot to the 
bottom of the ventilating shaft. A device such as illustrated on page 9 
will do the work. 

A single flue chimney, with a smoke pipe through it, as shown on page 
9, is the most satisfactory. 

A double flue chimney, the smoke flue of which is made of fire clay 
chimney lining as shown on page 10 will work satisfactorily. 

APPROVAL OF HEATERS. 

The county superintendent is authorized to approve heaters and their 
installation in schoolhouses. It is also within his power to refuse to approve 
aschoolhouse using a heater which does not meet the requirements. Both 
dealers and boards of directors should secure his approval before installing 
a heater. When heaters are worn out they should not be replaced by stoves. 

IMPORTANCE OF TIGHT FLOORS AND CEILINGS. 

It must be borne in mind that no room heater and ventilator can do 
satisfactory work if the floor is not tight and when the foundation is so 
open that it is as cold under the house as it is outside. Every school-house 
should have a tight foundation with no holes except for the ventilation of 
the space under the house. These should be closed up in winter. 

A room heater warms the floor by heating all the air in the room. As 
the cold air remains on the floor while the warm air rises to the top, if the 
cold air comes in so fast that it cannot move to the stove fast enough to 
be heated, a layer of cold air remains on the floor while at the ceiling it may 
register 100 degrees. 

The ceiling also must be tight or the warm air will escape into the attic. 

Board ceilings may be made tight by fltting building paper between 
the rafters in the attic, and tacking it down so that it will fit snug and not 
be moved by air pressure. 

Before installing a heater, see to it that the foundation, floor, windows 
and ceiling are tight. 



13 

INSIST UPON A GUARANTEE. 

When buying a heater, insist upon a contract and guarantee that the 
heater will heat and ventilate the room in a satisfactory manner. If the 
salesman undertakes to give you satisfactory results when the condition 
of the chimney, floor and ceiling are such as to make satisfaction impos- 
sible, let the loss be his rather than that of the district. 

WHY VENTILATION IS NEEDED. 

The body needs clean, wholesome air as much as it does clean and 
wholesome food. We breathe the air for two purposes. First, to get the 
oxygen needed by the body. Second, to remove the worn out parts of the 
body. Every breath of air coming from the body is unclean. It contains 
water and organic matter which has come out of the system in the form of 
vapor. It contains too much carbonic acid gas and may contain disease 
germs. If this air is breathed again, there is not enough oxygen in it to 
be good for the body and it contains the impurities from the previous 
breathing. When the air has been breathed a second time, it becomes dan- 
gerous to health. Thirty children in an ordinary schoolroom breathe all 
the air in a half hour. In an hour and a half the same air has passed through 
the lungs of the children three times. Is not this about the most unclean 
practice of people who mean to be clean? It is most revolting, yet this 
is not the worst. The injury to the children's health is what should concern 
us most. Colds, catarrh, headaches, nervousness, languor, listlessness, aver- 
sion to activity, lack of ruggedness are often due to bad ventilation. Chil- 
dren in this condition of body and mind cannot make the progress in school 
work which we expect of them. 

DANGER FROM COUGHING AND SNEEZING. 

There is great danger of spreading disease germs by coughing or sneez- 
ing into the open. This is especially true of the germs which cause colds, 
influenza, diphtheria, scarlet fever, and tuberculosis. Pupils should be 
trained to cough or sneeze into a handkerchief held close to the nose or mouth. 
Good ventilation will lessen the spread of these diseases if this practice is 
observed. 

THE BEST WAY TO VENTILATE. 

The best way to ventilate in cold weather is to bring the outside air 
in through the heater, and to remove the foul air from the floor. If clean 
air from the outside is brought through the heater, it is warmed and rises 
to the top of the room. The foul air in the room being colder sinks to the 
floor and the ventilating flue removes it from the room. Thus a current of 
clean air is running in and a current of foul air is running out, the children 
breathing health-giving instead of disease-producing air. The heaters and 
ventilators do the work if they are properly placed in school houses properly 
built. They will not do the work in the houses which are full of openings 
and no more fitted to keep out cold than a tent. 

WINDOW VENTILATION NEEDED. 

Even when room heaters and basement furnaces supplying air from 
the outside are used, window ventilation is needed much of the time. 

Always at intermissions the windows should be opened and the air 
flushed out. Five minutes is suificient time. 

When the outside temperature registers between 50 and 70 degrees a 
little flre is needed, but it is difficult to keep the room at the right tempera- 
ture. It gets too warm and the air is unfit to breathe. Under these condi- 
tions the ventilating apparatus removes only a small amount of air. Windows 
should then be opened.^ Only in very cold weather should the ventilating 
apparatus alone be depended on. 



14 

HOW TO OPEN WINDOWS. 

Three or four windows should be lowered from the top, one inch in cold- 
est weather. The blowing of the wind must be taken into consideration. 
Thus lowering the windows leaves also an opening of equal size where the 
lower and upper sash meet. Through these narrow openings a thin layer 
of air is admitted. This readily mixes with the warm air in the room and 
when it comes down to the children it is no longer cold. If the windows are 
opened below the cold air blows directly on the children, falls to the floor and 
makes the children sit in cold air a foot or more deep. 

If the windows are opened too wide at the top the cold air falls down 
on th-e children without mixing with the warm air in the room. 

II. BASEMENT FURNACES. 

The room heater has proved very satisfactory in one room school build- 
ings which have no basement. It is much better than a furnace under the 
house with an excavation large enough only for the furnace. It requires less 
fuel, is more easily fired and cared for, there is less danger of over heating 
for it is in sight. It costs less. 

A basement as large as the floor area of the room is a great addition to 
a one-room schoolhouse and is a fine play room for the children in bad 
weather, besides many activities are possible which can be had only at 
great inconvenience in a house without this room. 

As much care should be used in the construction of the basement as in 
the school room. The floor should be concrete and drainage provided so that 
the floor can be easily washed. The water supply should be in the base- 
ment. The walls and door of the coal room should be so tight that dust can- 
not escape into the school room or basement room. The room should be 
ceiled. 

In such a house a basement furnace is very satisfactory if properly in- 
stalled and cared for. A good janitor is an essential. The care of the 
furnace is too heavy work for a woman teacher. 

SPECIFICATIONS OF REQUIREMENTS FOR BASEMENT FURNACES. 

No. 6. Tentilation. — If a basement furnace is used, provision shall be 
made to bring in outside air through the furnace and for removing foul 
air from the room through a foul air duct. The duct supplying the air 
to the furnace shall have a cross-sectional area at its narrowest place 
of at least 400 square inches. For a larger furnace, it shall be more. The 
cross sectional area of the foul air vent shall not be less than the cross 
sectional area of the fresh air opening. The door closing the outside 
air opening shall be so placed that when open it prevents the air from 
outside blowing into the room. All chains or rods controlling the fur- 
nace or the ventilation shall be operated from the school room. 

No. 7. Entrances. — to the basement shall be from inside the room and 
from outside. 

No. 8. The floor of the basement shall be concrete. 

No. 9. The warm air duct from the furnace to the school room shall ex- 
tend at least six feet above the floor and the cross-sectional area shall 
be at least 400 square inches at the narrowest point. The opening of 
the foul air flue shall be at the floor level and so constructed as to be 
heated by the smoke flue to cause an upward current. 

No. 10. The cold air duct to the furnace shall be composed of two com- 
partments, one to convey air from the outside, and from the inside of the 
room when desired. The other compartments shall convey air from the 
room only and shall be open at all times. The combined cross-sectional 
area of these ducts shall be not less than 400 square inches and the duct 
conveying the outside air shall be not less than 180 square inches. The 
cold air duct shall receive the air at the floor level. 



15 

The duct for the outside air shall have an opening from the outside at 
least 10 by 18 inches. This shall be provided with a door hung at the top of 
the opening and swing inward so that it closes the opening from the room 
into this duct. But when the door is closed the air from the room may pass 
down this duct. 

The return air duct shall be protected by a wire mesh and above this may 
be a covering which will serve as a stand or table. 

No. 11. A foot warmer shall be placed at the floor level. This should be 
placed in the warm air duct, closed with a door hung at the top of the open- 
ing and swung inward. When the lower opening is closed by this door all 
the warm air comes out at the upper opening. When the door is opened, it 
closes the duct and causes the warm air to come out of the lower opening. 

SUGGESTIONS FOR BASEMENT FURNACES. 

Furnaces which have been installed without a fresh air intake and a foul 
air outlet should be reinstalled in compliance with requirements 9, 10, 11. 
The county superintendent should be consulted before changes are made as 
provided by law. Sections 14-19. 

A GOOD WAY TO INSTALL A FURNACE. 

The following illustrations and the illustrations of the furnace in the 
one-room building on page 73 will give a clear idea of how to install a 
furnace which will meet the requirements in Nos. 9, 10, 11. The most 
essential requisite is an ample supply of air to the furnace to be warmed 
and ample facility for the warmed air to rise into the room. To secure these 
results both ducts must be large enough and as nearly perpendicular as they 
may be made. The cold air to the furnace should go straight downward and 
the warm air straight upward. Long horizontal ducts should be avoided. 
The air should come in and go out at the same wall. This insures a com- 
plete circuit of air for the warm air rises to the top of the room and moves 
to the opposite side. The cold air moves from the opposite side back to the 
wall where the ventilating shait is situated. 

Two rooms can be well heated with one large furnace. But care must 
be taken to make the ducts large enough and the ventilating duct in the 
chimney should carry away as much air as the ducts from the outside can 
bring in. Whenever two rooms are heated with one furnace a damper should 
be placed in each warm air shaft so that the flow of air can be checked in 
one and forced into the other. When there are north and south, east and 
west rooms the heat is with difficulty forced into the room in the direction 
from which the wind blows and it more readily flows into the opposite room. 
If the flow into the room away from the windy side be checked the warm air 
will flow into the other in larger quantity. To heat larger buildings a fan 
should be installed to force the air through the furnaces into the rooms. 

SECTION BB. 

The furnace is located two or three feet from the wall at the end of the 
basement. One short 23-inch pipe conducts the heated air into the warm 
air duct, which is 21 by 29 inches and enters the room 6 or 7 feet above 
the floor. This warm air duct extends to the basement floor. Here there is 
a 12 by 18 short pipe connecting with the base of the furnace casing. In 
the warm air duct at the entrance of the warm air pipe is a damper. When 
this is let down all the air entering the room passes over the stove in the 
furnace casing. When it is raised, cooler air rises from below and is mixed 
with the warmer air from the top of the furnace. Care should be taken to 
make it impossible to draw the damper clear up and closing the opening 
from the top of the furnace, as this would cause the stove to be overheated 



16 



■ FIGURE C. C. RETURN AIR. 

This is a side view of the return air duct. This, is composed of two 
compartments — one for the outside air and the other for the return air 
from the room. A front view of this is shown in Pig. A. A. The door for 



[^ ?Eruf?Ki Air rec; 



WEIGHT 




vSEOTl^OH- A A 



F0UNDft,TION 



the outside opening is hung at the top and swings inward. The outside 
air compartment is open at the top. When the door is closed, the air from 
the room goes down this compartment as well as down the return air com- 
partment. But when the door is open to admit the outside air it is drawn 
up and closes the opening from the room. The door should fit snug at both 



17 

openings. This will prevent cold air blowing up into the room. At night 
and when it is desired to warm the room quickly the door should be closed 
and if it fits closely no outside air can get in. Then only the air from the 
room is circulated through the furnace. 

Above the opening in the floor there should be erected a stand and on 
two sides about the legs of the stand there should be wire mesh to prevent 
dirt from falling into the opening. 

The opening from the outside should be protected from the rain and the 
direct wind, as shown in the figure. 

The return air duct should be made of matched lumber, as should the 
door, but the duct from this to the casing of the furnace should be of gal- 
vanized iron covered with boards. 

FIGURE A. A. 

This is a view facing the end of the room where the furnace is installed. 
Here is shown the vent register at the opening into the ventilating chim- 
ney. If a double fine chimney is used the smoke compartment should be 
at the right so that the ventilating compartment will be warmed from both 
sides. The warm air register is shown; also below this the foot warmer. 
In Pig. B. B. the damper controlling the foot warmer is shown. The return 
air register is shown, as is the stand above it. Below this is the two com- 
partment return air duct and the opening for the admission of outside air. 
The opening through the floor for the return air duct shall be 18 by 30 
inches. 

SUPPLY OF AIR TO THE FURNACE. 

The warm air furnace is dependent on the fact that warm air is lighter 
than cold air. When air is warmed it rises and the colder air descends. The 
room is warmed by filling it with warm air from the furnace. But warm air 
will not go into the room unless the air already in the room moves out. The 
ventilating flue, if warmed, causes the air in the room to move out. The 
return air duct to the furnace also carries the cold air out of the room but 
back to the furnace. As soon as the cold air in the room has been replaced 
by warm air the room is warm. 

If the air does not go to the furnace fast enough, it becomes overheated, 
but does not move into the room fast enough to fill it down to the floor. Then 
the upper part of the room is very warm but the floor and where the children 
sit is cold. Hence, the air ducts to the furnace should be large enough to 
supply plenty of air. 

WARM AIR DUCT TO THE ROOM. 

If the warm air from the furnace does not flow away fast enough it be- 
comes overheated but does not fill the room fast enough to displace the cold 
air on the floor. Hence, the air duct from the furnace to the room should be 
large enough to carry the air away rapidly and in large quantity. 

The success of the furnace depends almost wholly on the capacity of the 
air ducts to carry a large quantity of air to and from the furnace. Long pipes 
with turns in them prevent the rapid flow of air and should be avoided. 

The method of installing here recommended avoids long pipes. 

SIZE OP FURNACE AND DUCTS. 

To heat a room of 8,000 cubic feet the grate area should be 22 inches in 
diameter. The air ducts should have a cross sectional area ot not less than 
400 square inches at the narrowest point. For a room of from 11,000 to 
17,000 cubic feet the grate area should be 24 inches in diameter and the air 
duct should have a cross sectional area of not less than 600 square inches. 
For a room from 17.000 to 22,000 (two-room building) cubic feet the grate 
area should be 27 inches in diameter and the air duct should have a cross 
sectional area of not less than 800 (two ducts) square inches. 

The entire floor area, school room, cloak rooms and library room must 
be included in computing cubic feet. 



18 

THE SMOKE FLUE. 

The smoke flue is a 10-inch or may be 12-inch cast iron pipe extending up 
through the large brick chimney. This is made up of 3-foot sections like 
sewer tile and is easily installed while building the chimney. Every joint 
should be anchored to the brick wall so as to hold it in place. All the heat 
escaping through the smoke pipe of the furnace is utilized in warming the 
ventilating flue. This makes a rising column of air certain, drawing the foul 
air out of the room. The inside measurement of the chimney is 20 by 29 
inches. When iron is used a large flue for smoke is essential, as soot is 
likely to collect on the sides in such quantity as to choke the flue. 

This chimney is the best for a basement furnace. When a room heater 
is used the dimensions should be as specified in No. 5. 

Sewer tile may be used instead of the cast-iron pipe if the smoke flue 
from the floor of the basement where the smoke enters to the floor of the 
room is made of brick. The sewer tile mav then rest on this and extend 
upward to the mouth of the chimney. The brick base is necessary to receive 
the strong heat where it enters from the furnace. This would crack the 
sewer tile. But when the heat has ascended two or three feet it is not hot 
enough to crack the tile. 

A double chimney with a brick wall between the smoke flue and the 
ventilating shaft is not satisfactory. The ventilating shaft is not sufficiently 
warmed to secure good ventilation. If a double chimney is to be used, the 
smoke flue should consist of chimney lining. This is so thin that much heat 
goes through to the ventilating shaft. But to make sure it will not be 
cracked by the intense heat, smoke should enter a short brick flue as re- 
quired when sewer tile is used. Such a double chimney is shown in the 
illustrations of room heaters, page 10. 

Each joint should be covered with a galvanized iron band 2i/4 inches in 
width to prevent air entering the flue should the cement between the joints 
fall out. 

CHIMNEY INSIDE THE BUILDING. 

A chimney inside the building gives the best service in a cold climate. 
If it is necessary to build the chimney outside, the warm air duct may be 
built alongside of it the same as shown in Figure A. But in this case there 
should be three thicknesses of asbestos paper between the brick and the 
metal duct which reaches from the furnace to the air entrance in the wall. 
This will prevent the absorption of the heat by the cold brick. When the 
warm air duct is built inside the room it need not be lined with metal, but 
the inside walls of the flue should be plastered smoothly so as to prevent 
friction. The same is true of the inside of the ventilating shaft. 

A SURE FAILURE. 

Any attempt to run the ventilating flue into the attic, expecting that a 
ventilator in the roof or an open window will carry the foul air out, is sure 
to fail. The cold air will come down most of the time. 

III. STEAM HEATING. 

REQUIREMENTS FOR STEAM HEATING. 

No. 12. The Fan System. — When the fan system of ventilation is usd, 
the warm air flues shall have a cross-sectional area of not less than eight 
square inches for each occupant of the room. The ducts bringing warm 
air from the fan into the warm air flues should be large enough so that when 
the fan revolves at the desired rate there is delivered in the room at least 
30 cubic feet of air per occupant per minute. The vent flues shall have a 
cross-sectional area of not less than 8 square inches for each occupant of the 
room. 



19 

No. 13. The Gravity System. — Where the gravity system of ventilation 
is used the warm air flues shall have a cross-sectional area of not less than 
400 square inches and the vent flues 400 square inches. 

No. 14. Air Passed. Through Radiators. — When fresh air is taken di- 
rectly irxto the room and passed through the radiators, the combined cross- 
sectional area of all the openings shall be not less than nine square inches 
and that of the vent flue not less than 10 square inches for each occupant 
of the room. 

No. 15. When the methods mentioned in Nos. 13 and 14 are used, each 
foul air flue shall be provided with a radiator of at least 9 square feet of 
radiating surface. 

No. 16. Moistening the Air. — In all systems of heating ample provision 
shall be made to moisten the heated air. 

SUGGESTIONS FOR STEAM HEATING. 

The Fan or Plenum System is of two forms: In one the air is forced 
through radiating coils into the rooms at such a temperature and quantity 
as to heat the room. In the other, radiators are placed in the rooms and 
the purpose is that these shall furnish the heat necessary to warm the air 
while tempered air is forced into the room for ventilating purposes. This 
method is preferred in buildings of more than eight rooms. Ventilation 
is possible in all kinds of weather since cold as well as warm air can be 
forced into the rooms. 

The Gravity System: This system depends upon the movement of air of 
unequal temperature. 

Steam coils are placed in the flues which lead into the rooms. The out- 
side air is admitted to these coils and when warmed it rises into the room. 
Steam coils or aspirators are placed in the vent shafts. These warm the air 
which then rises and passes to the outside. 

This system supplies tempered air from the outside while the room is 
heated by direct radiation within the room. It gives fair satisfaction when 
properly installed in smaller buildings and when the difference of tempera- 
ture between the outside air and the room air is at least 40 degrees. Window 
ventilation is necessary when the outside and inside air are about the same 
temperature. 

Direct-Indrect System: In this system the foul air flue contains a steam 
coil to cause an upward current. Openings are made into the walls at the 
lower part of the room radiators. A device is used to prevent the cold air 
from spreading over the floor and to force it up through the radiators to 
warm it before it spreads over the room. 

This system, usually called the "direct-indirect system," is in use in 
quite a number of schools in the State. In many installations not enough air 
is admitted. Radiators which fully meet the requirements can be secured. 

Whenever any gravity system is in use, county superintendents should 
insist upon these being supplemented by window frame or window board 
ventilation. 

Schoolrooms should never be heated with steam or hot water without 
making provision for ventilation. Because it is satisfactory in homes oc- 
cupied by few people is not evidence that it will answer for schoolrooms oc- 
cupied by 40 or 50 people. In schoolrooms heated in this way where the 
defect can not be remedied, superintendents should insist upon unobjection 
able window ventilation. 

To supply the school with moist air is as necessary as to supply it with 
clean air. In both the fan and the gravity systems a jet of steam should 
be allowed to escape a'bove the radiating coils in the fresh air room. Warm 
air systems should provide ample evaporating pans so placed as to secure 
rapid and abundant evaporation. 

A humidifier is made which utilizes the return steam from the radiators 
to heat water in the fresh air room causing the vapor to mix with the air 
entering the room. It may, also, be attached to radiators in the room. A 
noiseless valve attached to the radiator may also be procured. 



20 

Window Ventilation. 

Every system of heating, room heaters, warm air furnace, plenum, 
fe'ravity, or direct-indirect, fail to give satisfactory service in warm or cool 
weather. The windows must be opened. The problem is how to open win- 
dows without causing drafts on the children and to keep an even tempera- 
ture. 

Window Boards: This is a board 10 or 12 inches wide placed on the 
window sill. Wall board, lumber or galvanized iron mav be used. If it is 
desired not to exclude the light, plate glass can be used. The board should 
lean inward so that the upper edge is as far in as the wall. Under this win- 
dow there should be a steam radiator. When the window is raised, from 1 
to 2 inches the air which blows in is directed upward instead of going 
straight into the room. Just above the radiator this entering current of 
cold air joins the rising column of warm air from the radiator. The two 
currents intermingle and flow out into the room above the heads of the 
children. When the air comes down where the children are it is no longer 
cold and causes no draft. On the windward side of the room the outside air 
also comes in between the sash. To give a more rapid change of air than 
the vent flue will permit, windows should be slightly opened at the top, or 
at the bottom on the side of the room opposite to that from which the wind 
blows. In this way air passes into and out of the room without currents 
striking the children. 

Wmdows open at the top: Suggestions as to how to open windows are 
given on page 14. Strict and constant attention given to window ventilation 
will repay the teacher in her own health, comfort and ability to do her work 
more easily and better. The pupils will be better natured, quieter and more 
attentive and studious. 

LIGHTING. 

REQUIREMENTS FOR LIGHTING. 

No. 17. There shall be no windows in the wall which the seated school 
children face. The walls shall be a soft light tint, gray, tan or very light 
olive green. The ceiling shall be a very light tint. 

No. 18. In school buildings hereafter erected or remodeled the windows 
shall be at the left of the seated pupils. Windows at the back of the room 
are permissible, but shall be at least 6 feet from the floor. 

No. 19. The windows at the left shall be set with the least possible 
space between them and shall be not less than 3 feet nor more than 4 feet 
from the floor. 

No. 20. The glass surface in study rooms shall not be less than one-fifth 
of the floor space. When the light is from the north only or when trees are 
near by, it shall be not less than one-fourth of the floor surface. 

No. 21. All windows shall be provided with good adjustable shades. 

No. 22. In all buildings windows in the wall which the seated pupils 
face shall be permanently walled up, so that no light may enter from that 
direction. 

No. 23. If there are full length windows on the right toward the front 
of the seated children, the lower sash shall be covered so as to completely 
shut out the light from that part. If this makes the light insufficient, ad- 
ditional windows shall be provided at the left. 

SUGGESTIONS FOR LIGHTING. 

The light of schoolhouses is a matter of far greater importance than 
people generally are aware of. The amount of reading and writing which 
children do in school today is quite unknown to their parents. The use of 
print is especially hard on the eyes of the young. The eye strain which re- 
sults from bad lighting is the cause of many ills the cause of which few ex- 
cept the physician or the oculist know. 



21 

Light from in front is especially injurious. It shines directly into the 
eye while the child is looking at the printed page, causing eye strain. Though 
he may be able to shut it out by bending his head down or holding the book 
between the eye and the light, yet when he takes his eyes off the book the 
light flashes into them, causing a sudden readjustment of the muscles. 

Light from both sides from in front of the child is quite as bad, for he 
is not able to escape from light coming directly into his eyes. The light 
coming from both sides and crossing in the eye causes eye strain. All new 
buildings should admit the light from the left only. When the room is 
more than 23 feeet wide the light from one side may not carry across the 
room leaving one side too dark. In such cases high windows on the right 
side at least 6 feet from the floor should be used. These are so far above the 
eyes of the children that no harm is done. In the case of buildings already 
in use the evils of cross lighting can be mitigated by covering the lower sash 
of the windows on the right. Only the lower sash of the windows on the 
right in front of the children need be completely closed. The windows be- 
hind the pupils need not be thus closed, as from these no light comes 
directly into the eyes of the children. 

Brown or green burlap tacked over the lower sash covers the window 
very well and it forms a good bulletin board on which the teacher can pin , 
her daily program or pictures. 

Most of the school rooms have not enough light. The window shades 
are opaque and when the sun shines the teacher draws them at least half 
way down. The next day is cloudy and she forgets to raise the shades. 
Nearly always the north windows are shaded half way down. To mitigate this 
evil the shades should be white or a cream color and translucent. These 
keep out the direct rays of the sun but admit a great deal of light. 

WINDOW SHADES. 

Overhead light is the best light. For this reason windows should come 
as near the ceiling as possible. Also the windows should not come below 
the eyes of the children when they are seated. 

If shades are hung at the top of the window they shut out the best light. 
Yet if hung at the bottom so as to be drawn upward to exclude the rays of 
the sun, so much of the light is shut out that the children suffer. 

A shade which can be adjusted to any part of the window gives the best 
service. If roller shades are used the best arrangement is to have two 
rollers at a window. 

Both should be hung at the middle of the window. One shade unrolls 
downward and the other upward. Unobstructed light can be admitted above 
and below where the rays of the sun do not come in, and if the shade be 
translucent most of the light, but none of the sun's rays, comes in where 
the glass is covered. Translucent shades, either white or buff, are strongly 
recommended. 

SEATING. 

REQUIREMENTS FOR SEATING. 

No. 24. Each school room shall be furnished with single desks which 
are of the proper size and adjusted for the pupils who occupy them. 

No. 25. One-room schools. — In one-room schools attended by children 
of all ages, if stationary desks are used, they should be of flve sizes No. 6, 5, 
4, 3, 2. 

No. 26. If adjustable desks are used, they should be of three sizes — 
small, intermediate, and large. 

No. 27. Desks of only one size shall be placed in rows from the front 
to the back of the room. If it is necessary to place more than one size in 
the same row, the last of the smaller desks shall be a "rear" and the first 
of the larger desks shall be a "front" and these shall have no space between 
them. 



23 

No. 28. There shall be an aisle between the row of desks and the wall 
not less than 24 Inches wide and between the rows not less than 20 inches 
wide. 

No. 29. Graded schools. — If stationary desks are used and one grade 
occupies the room, there shall be at least two sizes suitable to the size of the 
children. If more than two grades occupy the room, more sizes of desks suit- 
able to the children shall be used. 

No. 30. If adjustable desks are used, they shall be of suitable size and 
properly adjusted. 

No. 31. Floors, desks, furniture and walls shall be kept free of dust and 
cleaned when necessary. 

SUGGESTIONS FOR SEATING. 

SIZES OF DESKS. 

N'o. 6 desks are for six and seven year old children. Grades 1 and 2. 
No. 5 are for eight and nine year olds. Grades 2 and 3. 
No. 4 are for ten and eleven year olds. Grades 3, 4 and 5. 
No. 3 are for twelve and thirteen year olds. Grades 4, 5 and 6. 
No. 2 are for those fourteen and upward. Grades 7 and 8. 
No. 1 are too large for elementary school children. 

DISTANCES APART OF DESKS. 

No. 6 and 5 should be placed nine inches apart from edge of desks to 
back of seat. 

No. 4, ten inches apart. 

No. 3, eleven inches apart. 

No. 2, twelve inches apart. 

In case of children of unusual size, desks should be placed apart so that 
when sitting erect with back against the back of the seat, the edge of the 
desks come within two inches of the body. 

SIZES OF DESKS FOR GRADED SCHOOLS. 

First grade room. No. 6 and enough No. 5's for children of unusual size. 

Second grade room, an equal number of 6's and 5's. 

Third grade rooms. No. 4's and enough No. 5's for unusually small chil- 
dren. 

Fourth grade room. No. 4's and enough No. 3's for unusually large chil- 
dren, and 5's for small children. 

Fifth grade room. No. 3's and enough No. 4's for unusually small chil- 
dren. 

Sixth grade room. No. 3's and enough No. 2's for unusually large chil- 
dren, and 4's for small children. 

Seventh grade room. No. 2's and enough No. 3's for unusually small chil- 
dren. 

Eighth grade room. No. 2's and 3's for larger and smaller children. 

ADJUSTING DESKS. 

The small size is suitable for the first, second, and third grade. 

The intermediate size is suitable for third, fourth, and fifth grades. 

The large size is suitable for sixth, seventh, and eighth grades. 

The seat should be raised or lowered to a position so that when the 
child is seated the thigh is horizontal when the heel rests on the floor and 
the knee is bent at right angles 

The desk should then be placed at a position an inch above the elbow 
when bent at right angles the upper arm hanging parallel with the body. 

THE IMPORTANCE OF PROPER SEATING. 

First as Affecting Health. — It has only recently been discovered that 
many weaknesses of the system are due to spinal malformations. The 



23 

nerves supplying the vital organs come largely from the spinal cord and 
through the spinal column between the vertebrae. When the spine is out of 
shape, these nerves are compressed and their work interfered with. 

Second as Affecting Success in Life. — A misshapen person is handicapped 
in the contest for success in life. A well-formed body is the greatest recom- 
mendation to a young man seeking to win a place in the world's work. It is 
criminal negligence to compel growing children to sit six hours of the day in 
school desks which deform their bodies. 

Third as Affecting School Work. — Good order and good school work can 
not be secured when children can not sit still in comfort. Many a school is 
hard to manage and the work is poor because the children have not com- 
fortable seats. 

RIGHT AND WRONG SEATING ILLUSTRATED. 




mg. 1 



Fig. 2. 



Fig. 3. 




Fig. 4. 



Fig. 5. 



24 



Figures 1 and 2 show an 8-year-old boy seated on a No. 3 seat and writ- 
ing on a No. 3 desk. Either posture is uncomfortable and injurious to the 
right development of his spine, shoulders and chest. 

Figure 3 shows the boy at the same desk moved closer to the seat. This 
makes it better for his back, but the proper development of his shoulders is 
interfered with and he is uncomfortable because his heels do not rest on the 
floor, and the desk is too high. 




Fig. 6. 



Fig. 7. 



Fig. 8. 



Figure 4 shows the boy seated on a No. 4 seat with a No. 5 desk in front. 
His heels do not rest on the floor, causing too great a pressure on the nerves 
and blood vessels of his legs. He is able to sit still but a few minutes. 

Figure 5 shows the boy seated on a No. 5 seat with a No. 5 desk in front 
with the proper space between. This induces the right posture and makes a 
wrong posture almost impossible. This gives him physical comfort and 
makes the proper development of his body possible. 




Fig. 9. 



Fig. 10. 



Figures 6 and 7 show a 12-year-old boy seated on a No. 3 seat with a 
No. 3 desk in front. The too great distance apart causes him to assume these 
incorrect and injurious postures. 

Figure 8 shows the boy in a proper and comfortable posture, induced by 
the right size of desk properly spaced. 




Fig. 11. Fig. 12. 

Figures 9 and 10 show a 7-year-old child on a No. 5 seat with a No. 5 
desk in front. Figure 9 shows the desk and seat too far apart. In figure 




Pig. 13. 



Fig. 14. 



10 the desk and seat are the right distance apart, but both are too high. 
Six- and 7-year-oId children should be provided with No. 6 desks and seats. 

Figure 11 shows a 9-year-old child sitting on a No. 5 seat with a No. 5 
desk in front. The seat and desk being too far apart induce the posture 
which will cause rounded back, a forward stoop and flat chest. 

Figure 12 shows the same child properly seated, desk and seat the right 
size — No. 5 — and the right space between. This provides every means of 
comfort and a chance for right physical development. 

Figures 13 and 14 show a form of adjustable desk properly adjusted and 
spaced. These are made in three sizes — the smallest for children from 6 to 
9 years; the second for those from 9 to 12 years and the largest for those 
over 12 years. 

SINGLE DESKS THE BEST. 

A school board should buy no more double desks, even if the house is 
already seated with double desks. If these can not be discarded, the new 
ones should be single. The double desks should be discarded as soon as 
possible. The saving in expense in buying double desks is so small as to be 
unworthy of consideration. The advantage of single desks is very great. 
Such a school is easier to teach and the pupils find it easier to study and 
to conduct themselves properly. 

The requirement that each child shall occupy a desk by himself is 
justified also purely by health reasons. The probability of infection from 
colds, sore eyes, itch and parasites is much greater when two occupy the 
same desk. 

WATER SUPPLY. 

REQUIREMENTS FOR WATER SUPPLY. 

No. 32. Wells. — All dug, bored or drilled wells shall be made absolutely 
safe from danger of contamination from privies. The walls of dug wells 
shall be constructed so as to prevent seepage from this source. Where 
there is any likelihood of sewage entering the well the privy vaults shall 
be made water-tight. Less than 100 feet distance from a privy is not a 
safe location for a well. To prevent contamination from other sources the 
well shall be covered with a concrete platform. This shall rest on a con- 
crete wall surrounding the well, sunk at least 2 feet in the ground. A 
concrete gutter should be provided to carry the waste water at least 10 
feet away from the well. The earth shall be so banked about the well 
as to make natural drainage and prevent puddles of water near the well. 

No. 33. Cisterns. — Where cisterns are used they shall be provided with 
effective filters and shall be completely covered. They shall be thoroughly 
cleaned and the filtering material renewed at least once a year. 

No. 34. Water Containers. — Where drinking water is kept in the school- 
room it shall be kept in a clean container, provided with a cover and a 
faucet. 

No. 35. Individual Cups. — The use of the common drinking cup is pro- 
hibited by law. When cups are necessary each person shall be provided 
with his own cup. These shall be placed in a dustproof case, which shall 
be kept closed except when removing or replacing a cup. The cups shall 
be kept clean. 

No. 36. Bubbling Fountains. — Bubbling drinking fountains are strongly 
recommended. No fountain should be installed which enables the lips to 
touch the opening of the water pipe. 

No. 37. Suspicious Water. — If, for any reason, water used in schoolrooms 
appears to be unwholesome, samples shall be sent to the State Water 
Survey, State University at Urbana, for analysis. 



27 



77ght Jo/'nt 



Tight Man/jo/e 
f ivithout Perforat/ons. 







Dug WellAdequmtelv Protected 

RGfllNST vSuRFACELCONTRMI NATION 



Figure 2. An adequately protected dug well. A well like this in suitable soil and 
placed at a decent distance from a privy, cesspool, drain or sewer, will yield a 
pure water. — Govxrtesy of Illinois State Board of HealtU 



SUGGESTIONS REGARDING WATER SUPPLY. 

The schoolhouse well is looked upon as dangerous. There is no reason 
why it should be so if the proper precaution is taken. A dug well should 
be covered with a concrete top. This should rest on a concrete wall around 
the well, sunk 4 feet into the ground. A drain trough or pipe should 
convey the water to a point at least twenty feet from the well. Pools 
of water should not be allowed to collect within 20 feet of the well. 



28 

When a well is impossible, a cistern should be provided. The best 
form is a cistern of two compartments. The one should be 10 feet deep 
and the pump should be placed in this. The other should be built along- 
side and 4 feet deep. At the bottom of this should be an opening into 
the other, arranged so that the water which flows from the roof into the 
shallower one shall percolate through a thickness of 2 feet of clean sand. 
If care is exercised to clean these before school opens and let the water 
in only after the rain has washed the roof, palatable and wholesome water 
will be available. 

It was thought that the abolition of the common drinking cup in the 
schools would secure greater safety from contagious diseases. Experience 
has shown that the individual cup in the care of the pupil is no improve- 
ment. The children keep the cups in their desks or pockets. They use 
each other's cup, which becomes contaminated and is quite as dangerous as 
the common cup. If individual cups are used they should be kept in a case 
with a door, each cup on its own hook. The teacher should see to it that 
they are scalded every few days. 

The only effective way to safeguard the children against danger from 
the drinking cup is to install a bubbling fountain. 

When the water must be carried from a neighboring well it should not 
be kept in an open bucket in the schoolroom. Dust collects on the water, 
which may be the worst contamination. 

A water tank or cooler with a self-closing faucet should take the place 
of the open water bucket if the water must be kept in the house and the 
bubbling fountain can not be at hand. 

TOILETS. 

REQUIREMENTS FOR TOILETS. 

No. 38. Indoor toilets. — When indoor toilets are provided those for the 
different sexes shall be approached from different directions and if there is 
a door between the two toilet rooms it shall be kept locked. The toilet 
rooms shall be ventilated in such a way as to remove all odors and prevent 
their spread to other parts of the building. 

No. 39. Outdoor Toilets. — There shall be at least two toilets, one for 
each of the sexes. They shall, when possible, be at least 50 feet apart. 
Under no condition shall they be less than 20 feet apart. When the dis- 
tance between the toilets is less than 50 feet, there shall be a tight board 
screen midway between them at least 20 feet long and 6 feet high. The ap- 
proaches shall be separate all the way. 

No. 40. The boys' toilet shall have a tight board screen at the front and 
the side not less than 5 feet high. Behind this shall be substantial zinc 
lined urinal troughs. The lower one shall be 16 inches from the ground 
and the higher one 26 inches from the ground at the highest point. When 
dry closets are used the urinals shall drain into a separate underground 
receptacle. 

No. 41.The toilet buildings shall rest on a substantial brick or con- 
crete foundation to which they shall be securely bolted. The buildings 
shall be well lighted and shall constitute an adequate protection against 
inclement weather. There shall be at least two seats and not fewer than 
one seat, for every 20 children using them. One or more seats shall be 
10 inches high, the rest 16 inches. 

Wliere there is danger of contaminating the well the vault shall be 
concrete, so constructed as to prevent leakage of sewage and so that it 
may be cleaned. Light shall be completely shut out of the vault. The 
seats shall be provided with covers, securely hinged in such a way as to 
close automatically. The vault shall be ventilated with a flue, with a 
cross-sectional area of not less than 64 square inches and extending from 
the vault through the roof. One of the chief aims is to shut out flies, 
which spread contagious diseases. 



39 



No. 42. All toilets shall be kept clean and the walls free from ob- 
jectionable language or pictures. 

SUGGESTIONS REGARDING TOILETS. 

There are a great many differ- 
ent forms of furnishings for in- 
door to i 1 e t s. The following 
points should receive careful at- 
tention. 

"WHEN WATER PRESSURE 
AND SEWERS ARE USED. 

1. The surface exposed to soil 
should be porcelain or fire 
enamel. Even these require 
constant cleaning by the janitor. 

2. Each seat should flush in- 
dependently and automatically. 

3. The most satisfactory seats 
and urinals are those which pro- 
vide for a current of air from 
them into a ventilating shaft. 

4. The room should also be 
provided with a ventilator at 
the top of the room. 

5. Air should be admitted 
from the outside in such a way 
as not to blow in for this tends 
to carry the air from the toilet 
room into other parts of the 
building. This may be accom- 
plished by placing under the 
window sash a frame covered 
with cheesecloth. This admits 
air but prevents a strong cur- 
rent. 




Antiseptic Tank or Chemical System for One- 
room-Schools. 



6. The floor and walls should be of a material which will not absorb 
water or moisture. 

7. The urinal is the source of most objectionable features. It is very 
difficult to prevent the presence of odors. If a sufficient number of seats 
can be constructed that the seats, when not in use, rise to a perpendicular 
position and expose the bowl, it is advisable to dispense with the urinals. 

When antiseptic or chemical tanks are used the provisions mentioned in 
the foregoing also apply. The form which provides drainage is most satis- 
factory. It prevents the accumulation of soil and does not require its 
removal. 



DISPOSAL BY DRYING AND BURNING. 

This method is satisfactory only when the means of ventilation are per- 
fect and when the greatest care is exercised in its management. It is not 
recommended. 

INDOOR TOILETS FOR ONE-ROOM SCHOOLS. 

There are many objections to toilets separate from the school building, 
even when the best provisions are made for decency and health. The anti- 
septic or chemical tank which provides for drainage, makes it possible to 
remove all these objections. 



30 



When a new house is built, room for toilets may be provided connecting 
with the cloak rooms. When old buildings are in use, an addition may 
be built to the house which provides entrances from the schoolroom. The 
cost will not be materially more than it is for building two outhouses and 
concrete walks to them. 

Many of these have been used during the last year. So far as we 
have been able to learn they are very satisfactory. 

The only fault to be found is with the urinal in the boys' toilet. Too 
much attention is required to keep it clean. It is not necessary and 




_ . ij* . yb "brick fttn^afron 






'''-5> 



I3\ 



> 



>) 



fi 

^•J 

Hk- 



\ 



W:^ 






.INDOOR TOILETS FOR ONE-ROOM SCHOOLS. 

should not be installed. It has also been found that cheap imitations 
have been sold at the same price as the good one. The enameling has 
been found to be badly cracked in a few months. Before purchasing direc- 
tors should be sure that the material is durable. Porcelain bowls only 
should be purchased. 



DOUBLE OUTHOUSES. 

The summer of 1920 should record the abolition of every double privy 
for the use of both sexes. Where the proper distance apart is impossible, 
the tight screen and the completely separate approaches should be provided. 

BOYS' CLOSET. 

Experience has abundantly proved that if the boys are given a chance 
their closet will be kept reasonably clean. When the seats only are pro- 
vided it is impossible to keep them clean. When the urinal is in the same 
room as the seats more care to keep the place clean is required than boys 
are likely to take. When the urinal is outside very few go into the building, 
and it is kept clean. 



31 

The urinal trough should not drain into a water-tight vault. A separate 
underground receptacle can be provided. 

WATER-TIGHT VAULTS. 
Water-tight vaults are necessary when there is danger of polluting the 
well. The vault, in most cases, will not need to be emptied except just 




BSlvi \^.^^^ 



before the opening of school in the fall. The contents will then be dry and 
the work of its removal will not be disagreeable. 



KEEPING OUT FLIES. 

There is no greater source of disease than privy vaults exposed to flies. 
In parts of the State where the hardpan is near the surface and drainage 



30 



is impossible, schoolhouses and even home privies have no vaults at all. 
There, also, typhoid fever is always present and often becomes epidemic. 

Properly constructed vaults will make it possible to completely shut out 
flies, and so prevent them from carrying disease germs to the food of the 
children. Typhoid fever will then be as rare as it is in parts of the State 
where drainage is possible. 

VENT FLUE. 

The vent flue is a necessity. If the vault is tight enough to exclude 
flies and the seat openings closed, there will be, while the closet is in use, a 
draft of air out of the vault through the vent flue, securing the wholesome- 
ness of the room. 

The purpose of the covers for the seats is to keep out flies and to aid in 
making the room as wholesome as possible. Great care should be t^iken in 
their construction. The board should have a cross piece to prevent its 
splitting. The hinges should be strong and of brass that they may not 
rust and become inoperative. The cover board should extend back from the 
opening at least 6 inches so as to give plenty of room. 

PLAN FOR OUTDOOR TOILET. 

The plan offered and the bill of materials are for a larger house than is 
generally required in country districts. When the school is small a house 
5 by 6 feet is large enough. Twenty inches wide across the end will be 
sufficient room for a dust box. The dust bin is not needed when the 
vault is deep and not water-tight. 

A water-tight vault is strongly recommended. No other should be used 
except when the character of the soil affords good drainage and when there 
is absolutely no danger that a well will be contaminated. When possible, 
deep vaults should be drained and then dust need not be used, but slacked 
lime will serve a good purpose. 



imaWwindowy VrO'obove SenXs I 




33 

SCREEN SCHOOLHOUSE DOOR AND WINDOWS. 

Wire screens for doors and windows of scboolhouses are Of great service. 
They lessen the chances for the spread of disease by flies. They add greatly 
to the comfort of the children and make it easier to do their school work. 
When not needed they can be stored, and will last several years. 

,BILL OF MATERIALS FOR BOYS' CLOSET. 

Shingles, 4 bundles. Matched siding, 220 sq. ft. 

Rafters, 5, 2"x4"xl4'. Unmatched, 70 sq. ft. 

Ridge, 1, 2"x4"xl0'. Fence (matched lumber) 150 sq. ft. 

Plate, 2, 2"x4"xl6'. Floor (toilet matched lumber), 50 

Wall Plate, 1, 2"x6"xl2'. sq. ft. 

Studs, etc., 16, 2"x4"xl6'. Partition, 30 sq. ft. % T. & G. 

Joists, 2, 2"x8"xl0'; 1, 2"x8"xl4'. Dust box, 70 sq. ft. (matched). 

Fence posts, 3, 4"x4."xl6'. Urinal trough, 2, I"xl2"xl2'. 

Stringer, 5, 2"x4"xl0'; 1, 2"x2"xl6'. Ventilator, 2, I"x8"xl0'. 

MILL WORK. 

2 seats and lids. Concrete, 5 cu. yds. 

2 windows and frames (glass 18"x24"). Nails. 

2 windows and frames (glass 18"x24"). Paint. 
1 door and frame (2' 6"x6'x6"). 



SAFETY AGAINST FIRE. 

THE LAW. 

An Act to regulate the egress from public buildings provides that the 
doors to the entrance of school buildings shall be so hinged as to open out- 
ward. 

An Act relating to fire escapes provides that in school buildings of more 
than two stories, at least one fire escape shall be provided, and that in halls 
above the ground floors as many fire escapes shall be provided as the cor- 
porate authorities may direct. 



MINIMUM REQUIREMENTS. 

No. 43. Uew or Remodeled Buildings. — In school buildings hereafter 
erected boilers shall be placed in fireproof rooms. 

No. 44. In buildings more than one story high boilers or furnaces shall 
not be placed under a stairway or corridor through which the pupils pass in 
leaving the building. 

No. 45. Outside doors within 20 feet of stairways shall be provided 
with an appliance which will cause the door or doors to swing outward when 
pressure is applied. 

No. 46. Smoke flues shall be lined with a good quality of chimney lin- 
ing or so constructed that should the mortar between the bricks fall out, 
fire can not escape through the opening. 

No. 47. The stairway from the grade level to the first floor should not 
be less than 6 feet wide. The stairway from the flrst to the second floor 
should not be less than flve feet wide. If there are two stairways used 
at the same time, these may be four feet wide. The number of rooms in 
the building must be taken into consideration. 

No. 48. All air ducts or ventilating shafts shall be of metal or flreproof 
material. 



34 

Buildings Already in Use. — In buildings which were in use July 1, 1915, 
the county superintendent of schools shall note any hazardous conditions 
and call the attention of the school board to them. If, in his judgment, these 
are decidedly dangerous for the safety of the children, and if the school 
authorities do not remedy the defect, he shall enforce the law by first calling 
for the advice of the State Fire Marshal. 



35 



SANITARY INSPECTION. 



OF 



District No County 



.Co. Supt. 



Date 192. 



The numbers before the topics in this sheet are the same as the number 
of the requirements in this section beginning on page 9. For a detailed 
explanation for each item the reader is asked to read these requirements 
and the suggestions which follow. 

The county superintendent should record his inspection on this sheet 
and deliver this pamphlet to the clerk or secretary of the board and should 
keep a copy for his office files. Check sheets separate from the pamphlet, 
will be furnished for this purpose. 

Boards of directors or boards of education should, upon receipt of this 
record of inspection, confer with the county superintendent at their con- 
venience about the improvements to be made as is required by law. 



36 



SANITATION INSPECTION RECORD 

District No Building 

Upon careful inspection I note the following conditions and make these 
suggestions: 



Specifications 


Satisfactory-)- Unsatisfactory — 
ROOMS 


1 1 1 

1 2 3 1 4 1 

1 1 


III 1 

5 6 1 7 1 8 1 9 10 11 112 

III 1 


Boom Heaters 

1. Size of stove 

2. Casing, ventilation 

3. Damper 

4. Foul air duct 

5. Size of room 

Basement Pumaces 

6. Ventilation 

7. Entrance to basement.... 

8. Floor of basement 

9. Warm air duct 

10. Cold air outlet 

11. Foot warmer 

Steam Heating 

12. Fan ventilation 

13. Gravity ventilation 

14. Radiator ventilation 

15. Radiator in vent flue.... 

16. Moistening the air 

lig-hting 

17. Light ceiling 

18. Left light 

19. Height of window 

20. Amount of light 

21. Window shades 

22. No front light 


1 

1 1 

1 : 




1 


1 

1 

1 

1 

* 1 

1 

1 
1 

1 


1 

1 

1 




1 


1 





1 

1 


1 




1 

1 




1 






1 
. 1 




1 




1 
1 

1 

1 - 




1 

1 

1 




1 

1 


1 
1 

1 
1 


1 

1 






i 
1 

1 

1 
1 

1 

1 






1 _ .. 


I 

1 

1 
1 















1 

i 

1 

' 








1 

1 



1 

1 








1 
1 

1 
1 

1 1 

1 

1 























1 
1 

1 
1 

1 
1 

1 

1 









1 


23. Lower window covered.. 


1 
1 


1 
1 


1 






1 
1 








Seating 

24. Single desks 

25. Five sizes of desks — 1 rm. 
No. 6 For 6 and 7-year-olds... 


1 1 


1 




1 


1 

1 


1 

1 

1 




1 




1 

1 


1 






1 

1 - 


1 

1 |. . 








1 
1 






1 


1 1 

i 1 




1 




1 1 
1 1 




1 
1 


1 

1 


1 








No. 4 For 10 and 11-year-olds. 
No. 3 For 12 and 13-year-olds. 
No 2 For 14 to 16-year-olds 


1 1 




1 
1 


1 


1 

1 




1 

1 


1 


1 1 1 
1 


1 
1 


1 

1 


1 
1 


1 
1 








1 1 
1 1 


1 1 
1 1 


1 

1 


1 
1 




1 

1 


1 

1 


26. Three sizes, adjustable. . 

27. Properly placed 


1 1 
1 .j 


1 1 
1 1 


1 


1 ! 
1 1 










1 

1 

1 1 




1 
1 

1 









37 



Specifications 


Satlsfactory+ Unsatisfactory — 
ROOMS 


1 12 13 14 15 1 6 1 7 1 8 | 9 | 10 | 11 | 12 


28. Aisles 

29. Proper sizes in graded rm. 

30. Properly adjusted 

31. House, clean 

Water Supply 

32. Wells 








1 

1 

1 


1 














1 

1 


1 

■ 1 
1 












Cover 

Wall 

Gutter 

Drainage 

33. Cisterns 

Filter 

Covered 

Cleaned 

34. Water container 

35. Individual cups 

36. Bubbling fountain 

37. Wholesonieness 

Toilets 

38. Indoor toilets 

Separation 

Cleanliness 




I 


1 

1 


1 
1 


1 1 1 
1 .| 1 












1 
1 

-1 

! 1 


1 
1 

1 
1 

1 


1 1 


1 1 

1 1 

1 1 
1 1 

1 1 
1 

1 1 

.| 


1 



1 




1 


1 


...., 







































' 















........ 









39. Outdoor closets 

Separation 

Approaches 

40. Boys* closet screen 

41. Building 

Foundation 

































1 

1 

1 

1 
1 









:: 


















Vault 

Light excluded 

Seat covers 

Ventilation 

42. Cleanliness 

Safety Against Pire 
43,. Boiler room 

44. Location of boiler 

45. Door opener 

46. Width of stairs 

47. Smoke flues 

48. Air ducts 





1 

1 
1 

1 







































— 




















. 1 























1 

1 

1 






















38 
SUGGESTIONS TO DIRECTORS. 



39 



SECTION II. STANDARD SCHOOLS. 



The State Superintendent of Public Instruction will recognize as a 
standard school and will award a diploma and marker to schools which 
meet the requirements set forth herein. The diploma is an attractive 
document which can be framed and hung on the walls of the schooli-oom. 
The marker is a plate four by twenty-four inches bearing in gilt letters 
the legend STANDARD SCHOOL suitable for placing above the door 
on the outside. 

The purpose is to give a definite and an attainable aim for directors, 
teachers, and pupils. To attain this aim is evidence that the best has 
been done by the community to give its children a fair chance for the 
benefits of a good school. To know just what needs to be done to make a 
good school possible is often not an easy matter for those who have not 
made a study of the problem. In the provisions set forth, the essentials 
are made definite and the directors and the patrons can be assured that 
no money is squandered in providing these things. 

The method is for the county superintendent, the teacher and the 
directors, and the pupils as well, to determine that they mean to make 
the school worthy of recognition. Then provide the things called for and 
so organize and conduct the school. The county superintendent decides 
whether the conditions have been met. If they have, he recommends 
the school to the State Superintendent for recognition. But before the 
county superintendent undertakes to do this he should call on one of 
the state supervisors of elementary schools to spend several days with 
him to inspect schools which claim to be up to standard. This will 
enable the county superintendent to clearly interpret the requirements, 
taking into consideration the various conditions and circumstances. The 
state supervisors will also be pleased to meet school officers individually 
or in meetings to confer with them about the best interests of the schools. 
When a school is inspected for standardization either by the state super- 
visor or the county superintendent, the directors should be present that 
the occasion may be most helpful to all concerned. 



40 




Explanation:- 
► STANDARD SCHOOL 



41 
ONE ROOM SCHOOLS. 



REQUIREMENTS FOR STANDARDIZATION. 

SANITARY CONDITIONS. 

In heating, ventilation, lighting, seating, water supply, toilets and safety 
against fire, the schoolhouse and equipment must meet the requirements of 
the law, as set forth in Section I. 

THE YARD. 

1.. Ample playground. 

2. Good approaches to door and outhouses. 

3. Convenient and serviceable fuel houses. 

THE SCHOOLHOUSE. 

4. House well built, in gtood repair, including paint. 

5. Good tight foundation. 

6. Attractive interior decorations. 

7. Clean floors, walls and furniture. 

8. Good blackboards, some suitable for small children. 

9. Two gqod cloakrooms. The one for girls should have one entrance 
only and that from schoolroom with a bench which can be used as a 
lounge. 

FURNISHINGS AND SUPPLIES. 

10. Two good pictures. (See State Course.) 

11. Good teacher's desk. 

12. Good bookcase. 

13. Good collection of juvenile books suitable as aids to school work 
as well as general reading. 

14. Set of good up-to-date maps. 

15. Good globe. 

16. Suitable dictionaries. 

17. Thermometer. 

SCHOOL ORGANIZATION. 

18. School classified to do the work of the State Course of Study 

19. Classification and daily register well kept. 

20. Definite program of study. 

21. Program of recitation. 

22. Pupils' reading circle, organized and being done. 

23. At least seven months' continuous term. 

24. Attendance regular. 

25. Discipline: Instruction and spirit of the school good. 

THE TEACHER. 

26. Education: Equivalent of a high school course: 

27. Salary not less than $50' per month. 

28. Ranked by the county superintendent as a good or superior 
teacher in a scale of poor, fair, good, superior. 

29. Must meet the county superintendent's requirements for pro- 
fessional interest and growth. 

For greater detail read the following. The number of topics are 
the same. 



43 



STANDARD SCHOOL 



SUGGESTIONS IN DETAIL. 
THE YARD. 

1. The playground should not be less than one-half acre. It should 
consist principally of an open level space. The trees and shrubbery should 
be around the border of the lot. It should be well drained so that water will 
not collect in low places. 

2. There should be a concrete walk from the schoolhouse door to the 
gate and to the well. Concrete walks to the toilets are not required except 
where water or mud makes them necessary. 

3. The coal house should be attached to the schoolhouse and entered 
from the schoolroom. When this is not feasible it should be near the school- 
house but not in front of it where it spoils the looks of the premises. It 
should be so built and painted as not to detract from the attractiveness of 
the house and grounds. 

THE HOUSE. 

4. The house must be in good repair on the outside, well and attrac- 
tively painted. 

5. There must be a good foundation that will help to keep the floor 
warm in cold weather. The only holes in it should be those intended for the 
ventilation under the floor and these should be closed in cold weather. News- 
papers stuffed into the openings will close them effectively. 

6. The interior should be properly decorated as specified on page 70 
under "Tinting the Walls." If the walls are papered, a plain paper should 
be used, never a dark color nor a figured paper. When paint is used a "flat 
paint," not a glossy one, should be used. 

7. When sweeping, a preparation should be used which prevents the 
dust from rising. When dusting, a cloth moistened with water or oil should 
be used. Dust must not be allowed to settle on the furniture nor in the 
corners of the room and the halls. When desks have become soiled and 
marred, the tops should be planed, revarnished or cleaned as may appear 
most feasible. 

8. Blackboard should be, preferably, of slate, though other good mater- 
ial may be used. Some of the blackboard should reach within 26 inches of 
the floor for the use of the small children. 

9. It is not well that 30 children should live six hours each day in one 
room, with no place where there may be privacy for the girls. To have the 
shoes and clothing in the same room is not conducive to training in habits 
of housekeeping. The vestibule as a place for the clothing is objectionable 
in many ways. When a new house is built there is no reason why two sep- 
arate cloakrooms may not be provided. In old buildings it is usually easy 
to provide cloak rooms. (,See page 79.) 

FURNISHINGS AND SUPPLIES. 

10. There should be two good pictures adapted to schools. These should ' 
be worthy of a good frame and glass. Advertisements and trashy pictures 
should find no place on schoolroom walls. 

11. The teachers' desks should contain compartments which can be 
locked and one of them should be suitable to contain records. 

12. The best bookcases for schools are those known as sectional cases. 
As many sections as are needed may be bought and another may be added 
when needed. Too often the bookcase is the receptacle for all kinds of use- 



43 

less material. It should contain books only and they should be systemati- 
cally and tastefully arranged. 

13. The books should be selected with three objects in view: First, to 
secure books which are suited to the age and advancement of the pupils; 
some for every grade. They should be interesting and have a wholesome 
influence upon the reader. Second, books which are supplemental to the 
school studies, books on geography, history, nature study and classical juve- 
nile literature. Third, books of reference, such as a good set of cyclopedia 
written especially for school use. The encyclopedias of many volumes writ- 
ten for scholars should not be bought except for high schools. 

14. The maps should be modern. Those more than ten years old are of 
little value. Every school should have a map of the United States, of the 
State, and of the continents. 

15. A good 12- or 16-inch suspended globe, together with the maps 
found in the geography and history texts, and those recommended in 14, 
make a good working outfit. 

16. Better service will be obtained from two or more copies each of 
two grades of dictionaries — common and high school grades — than from the 
large edition costing about $12. Besides those for common use, each pupil 
should have his own dictionary suitable to his advancement. 

17. A thermometer is essential. The sensations of the teacher can 
not be depended upon to regulate the temperature. She may be very warmly 
dressed and keep the room too cool for the children. She may be so thinly 
dressed that the room will be kept too warm for the children. The ther- 
mometer should be hung as near the floor as the shoulders of the seated chil- 
dren and the temperature maintained at from 68 to 72 degrees. 

SCHOOL ORGANIZATION. 

18. The one-room school, containing as it does pupils of all ages and all 
stages of advancement, must be organized into a harmonious working body. 
Organization requires the grouping of pupils, the allotment of time, the as- 
signment of duties so that both pupil and teacher may work to the best ad- 
vantage. 

The State Course of Study provides the plan of organization. It divides 
the work of the course into eight years, or grades, and each grade into 
classes. If all classes of the eight grades were present the divisions would 
be so numerous that the teacher could not do justice to all. 

The most successful scheme to secure fewer classes and yet do the least 
injustice to any is known as alternation. The work is so arranged that two 
grades may work together doing the allotted work of two years. But the 
year's work is done in the reverse order from the year before. In this way 
the classes required for three years of the course are dropped out, with little 
detriment to the chidren. The State Course of Study contains a detailed 
statement of the plan of alternation. 

19. If the school is actually organized a record of that organization can 
be easily made. The record also serves a good purpose in this, that it gives 
the teacher a clearer idea of just what the organization is. There are two 
forms which are in general use which answer the purpose well. If the 
record is complete, it is not only a history of what has been done, it is such 
a description of the school that a new teacher can take up the work where 
the former teacher left off. By this means a school once started does not 
end. Vacations come, but the school exists and goes on. 

20. There should be a deflnite time for a class to prepare its lessons. 
Such a program is outlined in the State Course of Study. Not to have a 
definite time to prepare each lesson will give the teacher endless trouble. 
If the pupil is kept at work at his desk, the problem of discipline during 
school hours will be solved. 

21. Care should be taken to properly divide the time for recitation. 
Some recitations require less time than others. The State Course of Study 
contains a sample program. 

22. The first aim of the school is to give proficiency in the school arts. 
The child should learn to read, to write, to spell, and to figure, to speak 



44 

and write the English language effectively, and to secure a fair knowledge 
of the world in which he lives and of the history of his country. It is the 
first duty of the teacher to see that these things are well learned. The habits 
of continuous application and accuracy formed by doing this work well will 
be quite as useful as will be the knowledge gained. This hard and some- 
times irksome work must be done or the school is not the greatest success 
possible. 

But the child's progress in knowledge gained from books depends 
upon a ground work of ideas. Unless he has these ideas and the words 
to express them, his mind is up against a wall. To understand what is told 
him by the teacher or the book is almost impossible. Because he does 
not get on in his books, he is considered stupid. Many a child starts to 
school familiar only with a hundred words and the ideas which they ex- 
press. These have served his purpose in the intercourse of his humble 
home. Others who come from cultured families have a vocabulary of 
four or five hundred words. They are considered gifted children because 
they understand so readily and have such interesting thoughts. Yet the 
child from the uncultured home may have the better mentality. The 
task of the teacher is to give the children ideas and the words to ex- 
press them. When they reach the fourth grade they are expected to get 
their ideas and words largely from the texts which they study. The child- 
ren not brought up in an intellectual home find this interpretation of 
the book very diflicult. 

The child has learned how to read when he reaches the last quarter of 
the first grade. If now he is supplied with interesting books, nine-tenths 
of the words are familiar to him; he will get the other tenth without difficulty. 
He advances to a more advanced book. This, too, he understands and 
adds ten or twenty per cent to his stock of words. If this is kept up by 
the time he reaches the fifth and sixth grade, he will have no difficulty 
in interpreting his textbooks. 

The knowledge and the skill obtained from the mastery of the school 
subjects constitute the elements of an efficient mental equipment. They are 
the tools with which the pupil can work out a successful career. They are, 
however, of little value unless a good use is made of them and the disposi- 
tion to use them is established. In addition to giving the pupil a mastery 
of the school subjects, the school should exert a strong influence in creating 
in the pupil a good point of view, a right attitude towards life and its work. 

Probably the strongest influence that can be brought to bear upon the 
child to turn his thoughts and purposes to the living of a right life is found 
in the reading of good books. Through reading he becomes interested in 
what has been done and what may be done to make life better. His aspira- 
tions are awakened, his ambition aroused, and he seeks to realize in his own 
life work and conduct the things in which he has become interested. Good 
books become his teachers and have the same influence upon the growth of 
his character that does the companionship of worthy people. 

THE ILLINOIS PUPILS' READING CIRCLE. 

To make it possible for the schools to get the necessary books at the 
lowest cost in the easiest way the Illinois Pupils' Reading circle was or- 
ganized by the State Teachers' Association twenty-five years ago. Pub- 
lishers submit their books for adoption. From these are selected each 
year thirty of the most suitable books and over three hundred titles are 
kept on band. Thus the best books from numerous publishers may be 
ordered and delivered by parcel post in a few days. 

D. F. Nickols, Lincoln, Illinois, will give promptly any information 
desired. 

THE LOAN OF BOOKS FREE OF CHARGE. * 

The State of Illinois will supply any school district with all the good 
books it can read. The only expense to the district is to pay the express or 
postage, usually less than $1. 



45 



A collection of forty or fifty books may be kept a year or a part of a 
year and another set obtained. 

Write for application cards and information. Address Illinois Library 
Extension Commission, State bouse, Springfield, Illinois. 

23. To be a legal school the term must consist of at least seven months. 
To be considered a standard school this term must be continuous and taught 
by the same teacher, unless the change is made for cause. A five months' 
term taught by a well-paid teacher and a two-months' term taught by a 
poorly paid teacher can not be recognized as a seven months' continuous 
term. 

24. The attendance must be regular, averaging at least 90 per cent. 

25. The discipline and spirit of the school must be rated by the county 
superintendent as "good" or "superior" in a scale of fair,. good, superior. 

THE TEACHER. 

26. Education: The teachers' schooling must be that afforded by a 
four-year course in a recognized high school. If not a graduate of such a 
school, successful experience for three years may be taken as the equivalent. 

27. The salary of the teacher must be at least $50 per month. 

28. The teacher's character, skill and success must be ranked by the 
county superintendent as "good" or "superior" in the scale of poor, fair, 
good, superior. 

29. Professional interest and growth must meet the requirements of the 
county superintendent for the renewal of certificates. 



A SUPERIOR ONE-ROOM SCHOOL. 

Many school officers have expressed themselves in favor of having not 
only the essentials of a good school, they want their school to be as nearly 
right as it can be made. To encourage this laudable desire a diploma is now 
offered to a superior one-room school. 

A standard school is a good school having the necessary equipment and 
taught in a house which is well adapted to the purpose and in a sanitary 
condition. 

A superior one-room school is one taught by a teacher of superior quali- 
fications and with the highest efficiency, in a house that is as nearly perfect 
in all the essentials as possible and furnished with everything needed. The 
community must show the interest that the claim of such a school implies. 



SUPERIOR SGHGOL 



The Door Plate. 



AWARDING THE DIPLOMA. 

The awarding of this diploma should be made to serve to arouse the 
interest of the surrounding territory. It is suggested that all the schools, 
the school directors and the people within reach of the school be invited 
to be present, that a suitable program be provided to entertain the visitors. 
If desired, the Superintendent of Public Instruction will be present and 
award the diploma. Such an occasion should result in several standard and 
superior schools in the vicinity. 



46 



REQUIREMENTS FOR A SUPERIOR ONE-ROOM SCHOOL. 

In addition to the requirements for a standard school a superior school 
must have the following: 

1. At least one acre of schoolyard, neatly fenced, covered with a good 
sod and planted with trees, shrubs and flowers, concrete walks to the 
entrance and to the closets. 

STANDARD SCHOOLS BY COUNTIES. 



Illinois. 



Adams 

Alexander 

Bond 

Boone- 

Brown 

Bureau 

Calhoun 

Carroll 

Cass 

Champaigrn .. 

Christian 

Clark 

Clay 

Clinton 

Coles 

Cook 

Crawford 

Cumberland.. 

DeKalb 

DeWitt 

Douglas 

DuPage 

Edgar 

Edwards 

Efflngfham 

Fayette 

Ford 

Franklin 

Fulton 

Gallatin 

Greene 

Grundy 

Hamilton 

Hancock 

Hardin 

Henderson.... 

Henry 

Iroquois 

Jackson 

Jasper 

Jefferson 

Jersey 

Jo Davles 

Johnson 

Kane 

Kankakee 

Kendall 

Knox 

Lake 

LaSalle 

Lawrence 

Lee 



s 

o 
o 


u 


u 

o 


■a 
u 
n 




u 




0) 






a 
o ■ 


C 

CO 


a 


11 




•4H 


m 


Hm 


o 




o . 


o . 


o . 






u^ 


u^ 


i-,^ 


o-a 




V o 


<u o 


V o 


u <u 




.Q O 


^ o 


X2 O 


D'C 




S-H 


S-Ji 


Sf^ 






3 CO 


=1 M 


=3 M 




^ 


2 


^ 


Z 





155 
21 
67 
65 
60 

167 
.S3 
96 
58 

201 

127 
92 
94 
59 

118 

102 
90 
81 

130 
86 
79 
65 

125 
45 
70 

119 

102 
80 

183 
53 
85 
83 
78 

158 
29 
64 

172 
213 

85 

102 

129 

59 
108 

58 
106 
130 

67 
157 

76 
241 

66 
149 



Illinois. 



69 
37 
23 
24 
12 

5 

3 
69 

7 
30 
23 
75 
68 
31 

2 
11 
11 

5 
10 
47 

5 
46 
10 
21 
71 

15 
1 
40 
55 
99 
102 
6 
24 
10 
58 
12 
78 
1 
54 
35 
31 
19 
33 



Livingston... 

Logan 

Macon 

Macoupin 

Madison 

Marion 

Marshall 

Mason 

Massac 

McDonough . 

McHenry 

McLean 

Menard 

Mercer 

Monroe 

Montgomery . 

Morgan 

Moultrie 

Ogle 

Peoria 

Perry 

Piatt 

Pike 

Pope 

Pulaski 

Putnam 

Randolph 

Richland 

Rock Island . 

Saline 

Sangamon 

Schuyler 

Scott 

Shelby 

Stark 

St. Clair 

Stephenson... 

Tazewell 

Union 

Vermilion 

Wabash 

Warren 

Washington.. 

Wayne 

White 

Whitesides. .. 

Will 

Williamson... 

Winnebago 

Woodford 



(D O 

J2 O 

5 " 



Total 10,613 



231 

103 
116 
150 
109 
121 
72 
85 
40 
1.S6 
120 
231 
48 
102 
50 
134 
94 
75 
157 
124 
65 
89 

146 
63 
27 
21 
89 
80 
79 
75 

140 
82 
39 

153 
61 
99 

125 

109 
68 

170 
43 

115 
75 

143 
93 

128 

168 



101 



<u o 
.o o 

5 " 



43 
131 
161 
11 
42 
21 
36 
61 
23 
53 
3 
186 
17 
16 
17 
59 
36 
9 
107 
59 



2 
10 
24 
10 
19 
13 

4 

6 
117 
28 

8 

20 
70 
78 
98 
52 
42 
29 
36 
33 
10 
7 
121 
35 
21 



3.771 



<u o 



3 m 



3 bi 



164 



2. A well or cistern equipped with a sanitary drinking fountain within 
doors. 

3. Besides the schoolroom, there shall be a basement, work and nlav- 
room, a cloakroom for each of the sexes and a library room. 



47 

4. The library shall contain at least 80 juvenile books, 10 suitable for 
each grade, a good school encyclopedia, suitable dictionaries and a supply 
of the bulletins published by the National Government and the University 
of Illinois useful in the school and in the community. 

5. The pupils must be enrolled in the Illinois Pupils' Reading Circle 
and pursue the course of reading under the direction of the teacher and 
county superintendent. 

6. A manual training bench and tools, equipment for sewing and for 
instruction in elementary agriculture. These subjects shall be taught to 
pupils prepared to receive such instruction. 

7. There must be in operation a parent-teachers' club which secures 
the hearty cooperation of the parents with the school. 

8. When the teacher under whose administration the school was recog- 
nized as "superior" ceases to teach the school, it must be reinspected to 
remain so recognized. 

9. The teacher must hold a first grade elementary school certificate 
which is granted only to graduates of recognized normal schools or to those 
who have an equivalent preparation. 

From the foregoing it is clear that before a school can be recognized as 
"superior" it must be taught in a house in every respect suitable to the best 
work, must be equipped with everything necessary, must be taught by a 
teacher of superior qualifications and skill, the course of study must be well 
done by the pupils, the people of the district must cooperate to make the 
school superior in every respect. The work of the teacher, the pupils and 
the patrons is of first importance, the house and equipment are secondary. 

Before asking for inspection with a view to being recognized as a 
superior school, the school should be thoroughly inspected by the county 
superintendent to make sure that all the requirements have been met. 

If in his judgment the school is up to requirements, he should arrange 
with the Superintendent of Public Instruction for a date for the inspection 
by one of the supervisors of country schools. 

If it meets with approval, a date should be arranged with the State 
Superintendent for dedicatory exercises. 



ILLINOIS SUPERIOR SCHOOLS. 

The trend in educational progress in recent years has been strongly 
toward relating all school activities closer to life — the child's present and 
his future life. The criticism on the schools of the past is that they re- 
lated to books only. This movement is sometimes designated "vitalizing 
the school" or "vitalizing education". 

The consolidated school lends itself more readily to this kind of prog- 
ress. There are more teachers, more pupils, more parents interested in 
the school and in the community life. This magnifies the importance of 
the school and its activities. Interest and enthusiasm are generated. 
There is more "life", hence, a greater interest in an improved life. When 
such interest is aroused, progressive, forward-looking ideas and purposes 
are more readily and kindly received. 

While it is more difficult to arouse this interest in the best things 
for the children in the one-room schools, it is not impossible. Communities 
which are really interested in the best things for the children and have 
the leadership by the board and the teacher, can have what they want. 

The Superior One-Room School is the realization of these ideals. It 
differs from the usual school in this, — that it has a teacher who not only 
teaches the school subjects in a superior way, but also has a definite idea 
of child life and needs, and has the skill to direct the activities which give 
the child the completest and most wholesome school life. She does not 
instruct and discipline only. She instructs and influences and in such a 
way that learning and wholesome living occupy the children's full time. 



48 

She is also interested in the people in her district, secures their cooperation 
in the better life of the school. 

The Superior school has a board of directors who have this vision 
of the better school. They cooperate with the teacher and support her in 
all her endeavors. They supply the material needs and encourage teacher, 
pupils and parents to do their best for the school. 

The Superior schools can exist only in a community in which the 
people are friendly with each other, pull together for the best things in 
community as well as in school life, where they are willing gladly to take 
part In meetings at the school house where parents and teachers and 
children for a short time, live together to the best purpose. 

THE HAWTHORNE FARM SCHOOL. 

LAKE COUNTY. 

When this school was first inspected in 1908, it was found that a 
house had been erected to ornament the landscape. The outside was well 
designed for this purpose. The inside was not at all suited to school 
purposes. It was heated by a bare stove and had no provision for ventila- 
tion. It was furnished with the desks from the old house, all too large 
for the children. The cheapest teacher was employed. The inspector was 
strongly impressed that there was something dead about this place. 

Because of the good house, the county superintendent wanted this to 
become a Standard School. He worked for, and the board secured a 
better teacher. The teacher helped to reach the goal of standardization. 
The stove was jacketed and ventilation was provided. New desks were 
installed, library books were procured. The school was recognized as 
Standard in 1912. It was the 526th in the State so recognized. 

The Sanitation law went into effect in 1915. The house then did not 
meet the requirements of the law. The basement which was a junk room 
was enlarged, a furnace and indoor toilets were installed, a good room 
was provided, the windows shaded with translucent shades, and the walls 
were properly tinted. The county superintendent suggested that this might 
now become a Superior School. The only thing now lacking was a 
Superior teacher. The board requested him to recommend one. She was 
employed at $800 a year, almost double what previous ones had received. 
She determined to make the school superior, first by teaching and con- 
ducting her school in a superior way, second, by securing the required 
equipment and interesting the community in the school to the degree where 
the people would do their part. As a result of her effort her salary was 
voluntarily raised to $1,000. The State inspector found every thing satis- 
factory. The school was dedicated by the Superintendent of Public In- 
struction in 1919. After this the people were so well pleased with the 
school that the teacher's salary was voluntarily raised in the middle of the 
year to $1200. This was done because it was thought she earned it. The 
school is to these people the center of the community life. From it they 
think they are getting the thing of greatest worth for their children — a 
chance to grow into a satisfactory manhood and womanhood, both in 
knowledge and in character. 

During the years the school was developing from a makeshift to 
a Superior school, the State inspector noted the great change in the 
children. It was even more noticeable than the change in the school house. 
There was the painful timidity, the stolid indifference, or the staring 
curiosity to be found in so many of the perfunctory schools in isolated 
communities. The school work was slouchy and stupid. Now the children 
meet the stranger with open eyes and the steady look, are respectful yet 
cordial and ready to reply to what is said to them. They are at ease and 
wide-awake, for they have confidence in themselves and in those whom 
they meet. In their school work they are alert, diligent and persevering. 
They recite their lessons as if they knew something and want to tell it. 
Their delightful oral reading is a great contrast to the former drawling 
intonation, the ludicrousness of which they were wholly oblivious. 

Parents who do not appreciate the change are a curiosity. These 
parents do. 



49 








- 


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fee, 


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i' 


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ir*4^m t, 1 . 




m 






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pf ' 


f' 


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-'J 


W^\ -%. 




,*"- -J 


li 




M_' 


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1-^' 


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Everybody at his proper work and enjoying it, because it is satisfying. 




Life here is too full of good things to be squandered in idleness and mischief- 
making. The teacher can teach and the pupils can study. For all tne 
conditions are favorable and the studies are made interesting. 



51 




These two girls and the boy are taking their turn in putting the finishing 
touches on the hot lunch just before the noon recess. This is a part of life 
and should be part of an education. The lunch is good, but the greatest 
good to the children comes from what they do to get the good out of it. 




Is not this a better way to eret ready to live than the old way: errab a hunk 
and run, or munch it out of a pail. How to act when invited out will 
not be an embarrassing question with these young people. Here are 
taught some of the most practical things in or out of the course of study. 



53 




Glimpse of the boys' toilet in the basement. The most demoralizing influence 
in the entire life of a country child is exerted by the school outhouse. 
Everything was suggestive of foulness and depravity. Here every ob- 
jectionable feature is removed. Absolute cleanliness prevails. Children 
cannot congregate or loiter. No suggestion of depravity. The boy has at 
least a chance to grow up with a clean mind. 

HOW THEY MANAGE WARM LUNCHES. 

This is in reply to your letter asking for information as to the plan of 
serving hot lunches at the HaM'^thorne Farm School. 

Perhaps we are more fortunately situated than most rural schools 
because the delivery wagons from Libertyville go by the door every day 
and whatever is ordered in morning is delivered in time for the noonday 
lunch. 

I have three girls in seventh and eighth grades; one of these is ap- 
pointed each week alternately to be in general charge, she chooses two of 
the other pupils, boys and girls alike to assist her. 

The one in charge makes the menus for the week and does the order- 
ing from the grocery, she also notifies the milkman how much milk to leave 
at the school; she makes some of her preparations at recess time. I try to 
arrange the classes so that she can be excused at eleven thirty to complete 
her tasks. The assistants are excused at the same time, they set the table 
and then serve the others; after lunch is eaten these assistants clear the 
table and wash and put away the dishes. 

If you wish to have me write about our equipment, I shall be glad to 
do so. Or if I can write more fully about our lunches, I shall be glad to do so. 
Sincerely yours, 

Adelaine Miller, Libertyville, 111. 



ASSISTANCE FROM THE UNIVERSITY OF ILLINOIS. 

The Department of Home Economics in the University of Illinois is pre- 
pared to give assistance to schools desiring to establish hot lunches. Super- 



54 

intendents or teachers desiring information should apply to Miss Mary 
Pack, specialist. The following letter is self-explanatory. 

In reply to your letter asking for information concerning our work with 
the Hot School Lunches in the State I wish to say that we have 221 schools 
now serving the Hot Lunches. Last year the work was new, and there- 
fore more difficult to start. In McLean County forty-three schools served 
the Hot Lunch. This year McLean County has sixty schools serving the 
Hot Lunch. Last year La Salle had twenty-six schools serving the Hot 
Lunch, and this year sixty-five schools are serving the Hot Lunch. In 
every case we find it much easier to establish Hot Lunches where some 
school has been carrying on the work in the County. 

Our plan is not to serve a meal at the school, but to have our older 
girls and boys prepare some simple hot dish as cream soup or cocoa. 

As you know in Lake County, Mr. Simpson has been pushing the Hot 
Lunches. He arranged to give the girls a grade in the way they carried 
on Hot Lunches. This grade is to be averaged in with their final grades. 
Vermilion County offers the teachers special credit for conducting Hot 
Lunches. A number of the other Superintendents have also stated that 
they were willing to do the same. 

If this is not exactly the material which you wanted I will be glad 
to answer any further questions. 

I have been out of the office, and so did not receive your letter before. 
Sincerely, Mary Pack, School Lunch Specialist. 

THE BELMONT SUPERIOR SCHOOL. 
Henderson County. 

This school is situated in a community which has ben "friendly" for 
many years. It is a large district containing 914 square miles of good 
land. The assessed valuation of the property of the district is $175,000, 
one-third actual valuation. The revenue derived is $2,187 for educational 
purposes, and $1,750 for building purposes, total, $3,975. The rate of 
taxation is $2.25 on $100 assessed valuation. There are 41 families in the 
district, 57 children enrolled, 22 families own and till their own land, 19 
families are tenants, 30 families are active in church, farmers' institute, 
lodges and clubs. 

The house stands on a two-acre lot of level land and cost $10,000 
(before the war). The community church is just across the road. It is, 
and has been a live church since pioneer days. 

The district has always taken great interest in its school and is proud 
of the reputation which it maintains. Several years ago having caught 
the new spirit which came in with the standardization movement, a new 
frame house was built which met with the requirements for a standard 
school. The house burned to the ground. The people decided that a 
Superior school only was good enough for them. This brick structure was 
erected. It was dedicated by the Superintendent of Public Instruction in 
1917. It was a great occasion, occupying a full day. Pupils and teachers 
who attended or taught the school fifty and sixty years ago, came, some 
from great distances. The speeches were largely reminiscent and highly 
enjoyable. The community and the school renewed their lives on that 
day. The beneficial effects will extend far into the future. 

On this central spot the life of the community is centered. Here the 
children are trained in intellectual and moral effort. In the church the 
spiritual interests of the young are awakened and nurtured. Here young 
manhood and womanhood are united to take up the duties and joys of the 
fathers and mothers who are passing. Here the sorrowing are consoled 
and the aged approach the sunset of life with confidence and few regrets: 
for this has been a pleasant sojourn. The oncoming men and women can 
be proud of the past life of the community and look to its future with 
hope, for they have had better opportunities than their parents, and they 
will be able to do more. So should it be everywhere. 

The school house was not built simply to keep school in: it was 
designed to live in. Teachers are employed with whom it is well for the 
children to live. The parents also, enter largely into the school life. 



55 




a ^ 







Front entrance to school room and basement. It seems to extend a welcome 

to all who approach. 




Interior of the room of the upper grades. 



57 




A child's life expresses itself and is developed through play, 
work. Here it is wholesome. 



Play Is a child's 




The men and women of the Belmont Community in fifteen years from today. 
This is not a "bunch" of scrubs. 



58 




"Let us live with the children" was a great exortation to teachers by a 
teacher. A dozen mothers and one father are living up to the sentiment here. 




The teachers' living room in the school house. This adds greatly to the 
teachers' comfort and helps much to make the house a school home for 
the children. 



59 



TABLE OF INFORMATION. 
The following table gives some of the facts about these schools that 
may be of interest to those who are thinking of trying to reach this 
standard. 

By subtracting the sum of land owners and tenants from the number 
of families in the district, the families not land owners or tenants may 
be determined. In most cases where the tax levy and the rate of tax is 
unusually high payments are being made on the building. About $1,200 
annually is the cost of these schools; the salary of the teachers is near 
$1,000 a year. 

Eight other schools have been recognized as Superior, but have not 
continued to meet the requirement. In most cases it is due to the fact 
that a teacher was not employed who could do what was required. In 
some cases the community failed to do its part. 



County 



















to 
















D 




Q 


«! 












X 


1=1 


-t-i 


fl 




nJ 


o 


ti 


••-* 


CJ 


o 

0) 


O 


a 

o 
u 


6 


o 


a 




d 


n) 


rt 


W 


O 


H 


Ix, 


J 


B .76 


$4,000 


.W 


27 


12 


1.40 


8,100 


.32 


21 


12 


1.37 


3,500 


J8 


32 


8 


1.04 


4,000 


13 


19 


6 


.93 


5,560 


29 


15 


1 


.65 


3,500 


.S3 


62 


5 


.83 


4,500 


30 


24 


7 


.90 


4,200 


25 


23 


2 


1.7.5 


3,850 


22 


25 


11 


2.25 


10,000 


35 


41 


22 


1.17 


3,500 


21 


25 


12 


1.38 


3,700 


41 


35 


16 


.85 


4,500 


.34 


40 


14 


1.12 


2,800 


13 


20 


6 


.85 


8,000 


25 


22 


3 


.70 


3,700 


39 


.33 


20 


1..59 


5,500 


16 


20 


7 


1.90 


6,000 


24 


38 


19 


1.88 


7,000 


11 


19 


10 


1.15 


3,500 


23 


21 


10 



Warren 

Moultrie . 

Bureau 

Logan 

Logan 

Warren 

Lpg-an 

Logan 

Henderson 
Henderson 
Whiteside. 
Sangamon 
Woodford . 

Logan 

Lake ... 

Wabash . . . 

Logan 

Dupage 

Dupage 

Jijoultrie... 



1912 
1913 
1914 
1914 
1914 
1914 
1916 
1917 
1917 
1917 
1917 
1917 
1918 
1918 
1919 
1919 
1919 
1920 
1920 
1914 



$251,923 

80, 275 

96,836 

117,716 

137,498 

149.898 

148,341 

300, 846 

81,548 

175,000 

113,962 

194, 092 

134,610 

136,542 

205,000 

127,384 

101,219 

212,675 

198,495 

75, 786 



$1,700 
1,125 
1,500 
1,200 
1,300 
1,200 
1.200 
2,600 
1,400 
3,937 
1,334 
2,600 
1,1.35 
1,500 
1,742 
800 
2,500 
4.000 
3,720 
1,000 




District 39, Dupage County. 



60 




61 




AUDITORIUM, IIIGHWOOD GRADE SCHOOL,. 




CLASS ROOM, HIGHWOOD GRADE SCHOOL. 




rniST Flooo Vlah-- 



Qmz octiooL . 
tTiQowooD, 111. 



63 
GRADED SCHOOLS. 



REQUIREMENTS FOR STANDARDIZATION. 

Graded elementary schools will be recognized by the State Superintend- 
ent upon inspection by one of the supervisors of elementary schools as 
standard schools. A suitable diploma will be awarded. These are also 
classed as standard or as superior. Two forms of diplomas are offered 
to standard schools. One is granted to those which meet the minimum 
requirements, the other to those which meet additional requirements. The 
schools which meet all the requirements for the very best are recognized 
as superior. 

Experience has shown that an effort to standardize his schools gives 
the superintendent increased power with his board to get the things which 
are needed to make the best schools. In his recommendations to his board 
he has mentioned several things. The board grants some of them, but are 
in doubt about others. Considerations of economy and lack of insight 
cause them to postpone some of the improvements which the superin- 
tendent knows are the most essential. His recommendations corroborated 
by the state office often bring results. 

Upon invitation of the superintendent, a state supervisor will make 
the inspection and either recognize the school as standard or will sug- 
gest what needs to be done to merit such recognition. 

In the following list of requirements, reference is made to pages in 
Section II and paragraphs under "Suggestions in Detail," page 42 where 
the topic is treated more fully. The starred (*) topics are requirements in 
addition to the minimum, and necessary for the second form of diploma. 
It is thought that schools in towns and smaller cities are able to meet 
the first and have good schools. In larger and wealthier districts the 
second are possible. The requirements for the superior diploma can be 
met only by the schools which are in the forefront of modern educational 
progress. 

FOR A STANDARD ELEMENTARY SCHOOL. 

I. Physical Conditions and Equipment. 

1. Heat, Ventilation and 

Safety against Fire, Page 8. 

2. Light, Page 20. ] 

3. Desks, Page 21. | Must meet minimum requirements 

4. Water Supply, Page 26. |- of law. See Section I. 

.5. Toilets, Page 28. | * More than the minimum. 

6. Grounds, Page 42. J 

Ample, well-kept school yard, paragraph 1, page 42. 
Good walks, paragraph 2, page 42. 
Convenient provision for fuel, paragraph 3. 

7. Building. 

Outside in good repair, paragraph 4. 
Suitable cloak rooms, paragraph 9. 
Good floor and kept clean. 

* Indoor toilets. 

* Bubbling fountains. 

8. Blackboard. 

Ample and not too high from floor, paragraph 8. 
Good quality. 

9. "Walls and ceilings, paragraph 6. 

Properly tinted and clean. 



64 

10. Maps and globe, paragraph 14-15. 

11. Library. 

Books suitable to the grades in the room, in number 
equaling at least the enrollment, paragraphs 12-13. 

12. General furnishings. 

A good teacher's desk, paragraph 11. 

A good bookcase, paragraph 12. 

Dictionaries, paragraph 16. 

Supplementary readers. 

Copies of all text books for the use of the teacher. , 

Thermometers, paragraph 17. I 

* Reference books, paragraph 13. 

Crayon, erasers, paper towels, sweeping preparation, meas- 
ures, scissors. 
Pictures, paragraph 10. 

* Primary apparatus and material. 
II. Teaching Force and Organization. 

1. Supervision. 

Whole school under the direction of superintendent or 
principal who shall have one-fourth day daily (*one-half 
day) for supervision. 

Truant officer employed and truancy prevented. 

2. Teaching and Discipline. 

All teaching and discipline must be good throughout the 
school. 

3. Qualification. 

Each teacher must have a certificate which meets the 
legal requirements. 

* Normal school training or an equivalent is required. 

4. Professional Growth. 

Teachers must conform to the County Superintendent's plan 
for professional growth. 

5. Teachers' Meetings. 

Superintendent or principal and teachers meet regularly 
for consultation and professional study. 

* Parent-Teachers' organization, monthly meetings. 

6. Classification. 

Pupils properly classified, regular study and recitation 
periods, paragraphs 18-20. 

7. Course of Study. 

The State Course or its equivalent in use; supplemented 

by the: 
Pupil's Reading Circle, or equivalent work, paragraph 22. 

* Manual training and household economy. 

8. Examinations and Reports. 

Reports to parents of pupil's progress, and calling atten- 
tion to defective sight, hearing or other physical disa- 
bilities. 

9. Salary and Term. 

No teacher to receive less than $70. (*80) per month for 
eight (*nine) months. 

10. Board Meetings and Janitor. 

School Board to hold monthly meetings at which the 
superintendent or principal is present. An efficient jani- 
tor, who shall be under the direction of the principal 
or superintendent in his relations to teachers and pupils 
as in other duties. 

11. Enrollment. 

Not fewer than fifteen, nor more than forty-five pupils 
per teacher. 



66 

12. Standard of Work. 

School must do good work. If school does only eight years 

of work, pupils must be well prepared for high school. 
If district maintains a high school, it must conform to 

the requirements for a recognized high school. (See 

Cir. 142.) 

III. Supervision. 

1. Supervision must be active and effective. 

IV. Standardization. 

I. A representative of the State office will make the inspection. 

If the requirements under I, II and III, are met, a diploma 
will be granted. 

FOR A SUPERIOR ELEMENTARY SCHOOL. 

I. Physical Conditions and Equipment. 

1. Heat, Ventilation and 

Safety against Fire. 

2. Light. 1 

3. Desks. Must meet the requirements of 

4. Water Supply. I the law in a superior way in 

5. Toilets. every particular. 

6. Grounds. J (See I.) 

" Ample, well-kept school yard. 
Good walks. 

Convenient provision for fuel. 
Ample play grounds. 
School garden. 

7. Building. 

Outside in good repair. 

Suitable cloak rooms and play rooms.- 

Good floor and kept clean. 

Indoor toilets. 

Gymnasium and equipment. 

Bubbling fountain. 

Auditorium or assembly room. 

Shower baths. 

8. Blackboard. 

Ample and not too high from floor. 
Good quality. 

9. Walls and Ceilings. 

Properly tinted and clean. 
10. Globe and Maps, geographical and historical. 

II. Library. 

Books suitable to the grades in the room, in number equaling 
at least double the enrollment. 
12. General Furnishings. 

A god Teacher's desk in each room. 

A good bookcase in each room. 

Dictionaries. 

Supplementary readers. 

Reference books. 

Copies of all text books for the use of the teacher. 

Thermometers. 

Movable desks in First and Second grades. 

Crayon, erasers, towels, sweeping preparation, measures, scis- 
sors, and all necessary primary material. 

Play-ground apparatus. 

Piano, organ or victrola. 

Wall pictures. 



66 

II. Teaching Force and Organization. 

1. Supervision. 

School must be under the direction of a superintendent and 

principal and both shall have time daily for supervision. 
The services of a trained school nurse. 
Truant officer employed and truancy prevented. 

2. Teaching and Discipline. 

All teaching and discipline must be excellent through out the 
school. 

3. Qualification. 

Each teacher must have a certificate which meets the legal 
requirements. Must be graduates of a recognized normal 
school or higher institution or of approved efficiency. 

4. Professional Growth. 

Teachers must pursue a course of reading or training which 
will secure satisfactory professional growth. 

5. Teachers' Meetings. 

Superintendent, principals, supervisors and teachers meet 

regularly for consultation and professional study. 
Parent-Teachers' organization. 

6. Classification. 

Pupils properly classified, regular study and recitation periods. 

7. Course of Study. 

The State Course or its equivalent in use, supplemented by 

the: 
State Pupils' Reading Circle, or equivalent work. 
Kindergarten, music, drawing, physical training, household 

arts and manual training, with sufficient equipment and 

supervision. 

8. Examinations and Reports. 

Reports regularly to parents of pupil's progress, and calling 
attention to defective sight, hearing or other physical disa- 
bilities. 

9. Janitor. 

The janitor service must be excellent and the janitor must 
be under the direction of the superintendent and the prin- 
cipal in his relation to teachers and pupils of Illinois. 

10. Board Meetings. 

School board to hold regular meetings at which the superin- 
tendent or principal is present. 

11. Enrollment, Salary and Term. 

Not fewer than fifteen, nor more than forty-five pupils per 
teacher. No teacher to receive less than $80 per month for 
nine months. 

12. Standard of Work. 

The work must be characterized throughout by excellence. 
The relations among teachers and between teachers and 
pupils and among pupils, must be wholesome and inspiring. 

If district maintains a high school, it must conform to the 
requirements for a recognized high school. (See Cir. 142.) 

III. Supervision. 

1. Both general and special supervision must be superior. 

IV. The Award. 

1. A representative of the office of the Superintendent of Public In- 
struction will make the inspection and if the requirements are 
met, the Superintendent of Public Instruction will award the 
diploma and list the school on the records of his office as a 
Superior Elementary School. 



67 



III. SCHOOLHOUSES, 



ONE-ROOM SCHOOLHOUSES. 

The schools are never good enough. As society improves, the schools 
become inadequate and must be improved. The good school for yesterday 
is a poor school for today. Many of the one-room schoolhouses will be re- 
placed by new ones within a very few years. It should be the aim of all 
to make these as good as possible. They will remain lafty or sixty years. 
It costs no more to erect a house well suited to the purpose than to build 
one of the old type. The plans and specifications herewith presented were 
prepared by a competent architect with the assistance of those who have 
had long experience in country school work. 

Two hundred or more of these houses have been built in the last few 
years. The outside is not always the same and this it not essential. The 
lighting, cloakrooms, fuel room, porch and entry, heating, ventilation, and 
seating should be strictly followed. Some have made the mistake of chang- 
ing the lighting, putting windows in front of the seated children. This is 
highly detrimental to the eyesight of the children and does no good what- 
ever. Some have thought to improve the plan by placing doors from the 
entry to the cloakrooms. This makes proper conduct on the part of the 
children much more difficult and gives the teacher much more trouble. 

If directors will consult the county superintendent when they decide to 
erect or improve a schoolhouse, they will receive prompt and valuable as- 
sistance. 

PLAN FOR A GOOD ONE-ROOM SCHOOLHOUSE. 

In planning the one-room school building herein described great care has 
been taken to meet all the reauirements of a comfortable, sanitary, con- 
venient school home for the children. The architect has succeeded in devis- 
ing an exterior which is most pleasing. It suggests a home as well as a 
school. A number of houses have been built after this plan and they are fully 
up to expectation. The house can be built of wood, brick, or concrete blocks. 

The specifications found on another page are for a house of wood. The 
outside dimensions are 32 by 33% feet. The schoolroom is 23 by 31 feet. 
The library room is 8 by 9 feet One cloakroom is 4% by 9 feet and one 6 by 
9 feet, and the vestibule 6 by 9 feet. 

The vestibule is intended for entrance only. There are to be no hooks on 
the walls, but good pictures may be on the side walls, high enough to be 
out of the reach of children. A wire mat should be on the porch and in 
the vestibule a large foot mat. These will prevent carrying dirt into the 
schoolroom. Double doors should be placed both inside and out and the 
upper half of both sets should be of glass, that the teacher may see what is 
going on in the vestibule. 

THE COAT ROOMS. 
Separate coat rooms for boys and girls are essential. Girls especially 
need a place where they may be safe from molestation. The larger room 
should be assigned to the girls. Above the door there should be a transom 
which should be open at all times and the door should not reach the floor 
within four inches. This will insure heating and ventilation of the coat 
rooms. In each of these are large closets with shelves in which the lunch 
pails may be kept. Coat hooks should be strong and well fastened to the 



68 




69 

wall. No entrance should be placed between the vestibule and the coat 
rooms. The only entrance to the coat rooms should be in view of the 
teacher. This arrangement greatly lessens the difficulty in discipline. 

When indoor toilets are to be installed in the cloak rooms the closets 
should be enlarged and the toilets placed in that space. 

PLAN FOR SEATING. 

In the floor plan on page 72 the middle row should be No. 6's, the row 
to the left No. 5's and to the left of that No. 4's, to the right of the row of 
No. 6's should be No. 3's, and to the right of this No. 2's. This arrangement 
brings the little ones near to the teacher where she can easily look after 
their needs. It separates the advanced from the intermediate pupis, a very 
desirable condition. 

The seats should be in line in front, but need not be so in the rear. 

Two 7-foot benches and the front seats afford enough recitation seats. 
They should be so placed that pupils and teacher may pass between them. 




! 4i 4Hj_ E n p El E_yAT I p/y 



There should be no platform for the teacher's desk. It is of no use 
whatever, is in everybody's way and is a great draft on the teacher's energy. 



THE FUEL ROOM. 

It is a great hardship for women teachers to have to carry coal from a 
distant part of the yard. The fuel house very frequently does not protect 
the contents from rain and snow. The fuel room should have a concrete 
floor. The door to the room should be close fltting so that dust does not enter 
when coal is being placed in the fuel room. Both outside and inside doors 
should be protected by planks which can be placed as the bin fills up and 
can be removed when they are not needed. This room should be lined with 
heavy lumber, behind which should be building paper, so that dust may 
not escape. 



70 



When building a new house the cost of this room Is much less than a 
separate coalhouse and the convenience of it is worth much. 

Experience has shown that objections against having the fuel room 
connected with the building are groundless. All who have tried it say 
it is a great improvement. 

THE SCHOOLROOM. 

The schoolroom is 23 by 31 feet and the ceiling is 13 feet high. It will 
seat comfortably 45 pupils. The floor plan shows 30 desks and 5 backs, 
seating 30 pupils. Two more rows may be placed in the rear and one in 
front, making 45 desks. Every door is within plain view of the teacher, as 
is the playground at the rear of the building. The house may be built 
larger and improve its appearance. 

TINTING THE WALLS. 

The walls of a schoolroom should be tinted so as to afford the children 
the best light and in such colors as are most restful to the eyes. To tint 
all the surfaces, ceiling and walls the same color is aways bad, especially 




if the color is dark. It makes the room look like a cave. Paper should not 
be placed on new walls. It will not stay on and is insanitary. Alabastine 
or a similar preparation is the best. It is inexpensive, any one can apply 
it and it will stay. The proper colors can be easily obtained. Two schemes 
are recommended, one in green and one in tan. The wainscoting should be 
a chocolate brown, the walls up to the border should be a light green, no 
darker than a robin's egg. The border and ceiling should be a cream color. 

When tan is the prevailing color the wainscoting should be brown, 
the walls tan, the border and ceiling a light cream. If paint is used, it should 
have no gloss. 

The colors recommended give the room a homelike, cheerful look, and 
make the light more favorable than any other colors. A dark ceiling greatly 
darkens the room. It absorbs the light instead of spreading it over the 
room. When a room is ceiled with hard pine the walls may be left the 
natural color but the ceiling should be painted a light yellow. 




This side should be north, east or west If possible. 



72 




VENT 



00 
00 



/TPcsitionTof 

I Al.HEAT FLUE 

I \ |WhEH H EAT ER. 

IS I 
h"-SA5E 



EN2K 



SCHOOL- Room 

""0000000 



000000 



BENCH 



TlEACH ER3 
DESK 



ATER 

F1R5T FLOOR PLAN 



- >:.«. -^.T-. -l:'S- 




6-0' 
Boys 
COAT ROOM. 



6-0- 
VE5TIBULE 

TR.OVEI? S.D. 



GIRL'S" 
COAT ROOM 



SHELVE" V 



>SCAUE. /e '!^ = I. FT 



8--6- 




LlBRAR^r 

AND 

STUDY. 



-it-- - -4f ^ 



2-6-^- 



5-3" 



Floor Plan — Without Basement. 



Note. — When indoor toilets are to be installed in the coat rooms the part 
marked closet shelves should be extended out in line with the coat room walls. 



73 



THE LIGHTING, 



When possible the light should come from the north or east. In this 
room it comes almost wholly from the left of the pupil. That which comes 







from the rear is so high that it casts no shadow on the pupil's work. All 
windows (except north windows) should be provided with heavy white or 
light yellow tint shades. 

Light should never be admitted from in front of the children. Even one 
window is very injurious. 



BILL OF MATERIALS. 



ILLINOIS DISTRICT SCHOOL. 

Excavation — 

Trench, 142'x2'x4'. 

4 piers, 2'x2'x4'. 
Brickwork — 

141.5' 9" wall, 5' deep. 

1 flue, 29"x21"x28' high. 

4 piers, 13"xl3"x5'. 
Flag Pole Base — 



Chimney pier, I'x4'x6' 
32'x35'xl'. 

6 yds. sand. 
5.5 bbl. lime. 
5.5 bbl. cement. 



85 cu. yds. 



4 cu. ft. 



74 




10"CA3t-lR!oN-PlPE 



1J5E-GLA1ZE0TILE 
f C.I.PliPElCANNffT 
at OBTi _ 



J01ST5CARR1ED in ^fj^l^/'-S"^^;'''^— ZTTV-i 

*:: L- - '--ETH- =* - ---------- ^-yX \.--^% rx-- = = - ------------ 



•" COAT 11 

.i;room 1 1 

1 (ABOVE)" 




FOUNDATION 
PLAN 

SCALE /s'M - I "^T 



_-^i'__ 



i 3'-S" 




6- i2Vi i3>0-. 



3- 8" 



3-S- 



3-4'-o' 



Plan for a Basement. 



75 

Chimney Cap — ^ 

Stone or concrete. 

Ventilating Grates in Foundation — 

5 vents, 6"x9", cast iron 

Flue Lining — 

10" iron pipe or sewer tile, 28' high. 

Woodwork — ■ 

Girders, 6 pes., 6"xl0"xl2'. Wall plates, 4 pes., 2"4"xl8'. 

Sills, 6 pes., 2"x8"x20'. Wall plates, 4 pes., 2"x4"xl2'. 

Sills, 8 pes., 2"x8"xl6'. Ceiling joists, 25 pes., 2"x6"x24'. 

Floor joists, 59 pes., 2"x8"xl2'. Ceiling joists, 34 pes., 2"x4"xl0'. 

Floor joists, 13 pes., 2"x8"xl0'. Rafters, 52 pes., 2"x8"xl6'. 

Studs, 108 pes., 2"x4"xl4'. Rafters, 26 pes., 2"x4"xl4'. 

Wall plates, 8 pes., 2"4"xl6'. Rafters, 5 pes., 2"x4"xl6'. 

For cripples, 40 studs, 2"x4"xl2'. 

Roof sheathing, 1,100 sq. ft. I"x4". 

Roof braces, 26 boards, I"x4"xl6'. 

Roof shingles 13,000. 

Boxing, 2,040'xl". 

Siding, 2,500'x4". 

Flooring, 1,450 ft., I"x4". 

Cornice Plancier, 225 ft., I"x4" wainscoting. 

Wainscoting, 860 sq. ft. 

Lining for fuel room, 250 sq. ft. flooring. 

Cornice crown mould, 234 ft. 4" wd. 

Finish lumber, base, corner-boards, frieze, ridge-boards and steps, 655 ft. 

Doors in Frames — 

Outside double doors, 4'8"x7'xl%" G. P. Tr. 16", 5 lights. 
Inside double doors, 4'8"x7'xl%" G. P. Tr. 16", 5 lights. 
4 doors, 2'8"x7'xl%". 
1 door, 2'6"x7'l%". 

1 door, l'6"x7'xl%". 

Outside fuel door, 2'8"x7'xl%". 

Windows and frames — 

Group of 6 windows, box frames, 2 L. 38"x38". 

2 windows, plain frames, 1 L. 32"x36". 

2 windows, plain frames, double folding sash, 1 L. 16"x44" hinged out- 
side. 
2 windows, plain frames, single sash hinged outside, 1 L. 10"x44". 
1 flag pole 30' long, 5"x5" and 3"x3", W. I. holder. 
Lath, 5,100. 

Plastering — 

9 bbl. lime. 

6 yds. sand. 
15 bu. hair. 

Sheet metal, hardware, painting, desks, paper hanging, decorating walls 
and ceiling, heater, ventilating register, fresh air duct, blackboards, 
walks. 



76 




A gooA plan which provides all the essentials for a one-room school or twc 
teachers may be employed, one hearing classes in "work room. All tm 
children are seated in the schoolroom. 



Library 

ALCOVE. 



v^ o K. K. 

Room 



7 

=3 



•y=r-^ 



Q 



■0 



Sc H O O 



r? o o M 



TeACHERS 



0£$K 




Boys Coat 

(too r\ 



GiKLS Coat 



-J L 



Teachers 

CuosET 



Floor Plan, Constant SchooL 




Basement Plan, Constant School, 



78 



A LESS EXPENSIVE HOUSE. 

In some districts the assessed value of the property is so low that it 
will be impossible to raise the money by taxation to build so expensive a 
house as the Illinois district school. For such, a less expensive plan is 
suggested: The foundation is 32 by 32 feet. The schoolroom is 22 by 31 
feet. If the fuel room is not desired it can be used as a coat room and the 
library room can be made to include the present room and the coat room 
beside it. 

It provides all the conveniences of the more expensive house, but is 
smaller and plain in appearance. The cost of building will be from $1,200 to 
$1,800, depending upon the price of material and labor in different localities. 




A Less Expensive House — ^Perspective. 



1 1 1 1 1 1 1 1 1 




1 1 1 1 1 1 1 1 


SCHOOL R.OOM 


1 1 1 1 1 1 1 1 1 


lio- . ), o- 


; 1 M M M 


V 


3^, 1 1 1 M 1 1 



B 




A Less Expensive House — Floor Plan. 



?9 



REPAIRING AND IMPROVING OLD BUILDINGS. 

Most of the country schoolhouses built forty years ago are usually of the 
type shown in figure 1. The timbers are still sound and districts do not 
like to discard the old and build new houses. A house of this type can 
be repaired and improved at small cost. The house then will be good for a 
generation. 

Figure 1 shows the schoolhouse that is found in many places. It has 
no vestibule nor coat rooms. There are windows on both sides and often 
at the ends, sometimes the windows are on four sides, making it impossible 
for a child to sit without facing the light. This is useless and injurious to 
the children. The desks are double. 

The improvement suggested does away with the platform and the double 
desks. It provides a vestibule and two coat rooms in front, a fuel room and 
library at the side. The lighting is from the left and the rear and is perfect. 




Flc 1. 






D D D D -D D 

D D D D D D 

D D D D- D D 

:zH D D D D D D 



D n D D D 



a 



G 



Fig. 2. 



C^J^f^SV 






L /3/»>\/» V 



80 

The library and fuel room can be placed similar to that in the cheaper 
plan of the Illinois district school and the lighting arranged in the same way. 

In repairing old buildings a good foundation should be provided. The 
ventilators in the walls should be closed in winter. It will save a ton of 
coal and add greatly to the comfort of the children. 



\ 



ENTRY 



Win. 



HEATE.R 



o 



CHIMNEY 



W 



GIR 






Boys 



81 

INEXPENSIVE CLOAKROOMS, ENTRY, AND FUEL HOUSE. 

Many country schoolhouses consist of four walls only, the door opens 
directly into the schoolroom and the children's wraps are hung on the wall. 

Such a house can be made fairly comfortable by erecting matched ceiling 
partitions as shown above. The walls enclosing the entry should extend to 
the ceiling, but the cloakroom walls should extend upward only 6 14 feet. 
They should be raised 6 inches from the floor so as to allow the air to cir- 
culate freely. The double chimney should be placed in the entry and the 
heater in one of the corners or near the cloakroom. 



82 
SUGGESTIVE PLANS FOR GRADED SCHOOLHOUSES. 




FROMT CLEVA.TIO'M 

Plaa-i 1 
Two Room School Buildir-Kj 




SIDE- t 1_ E V-AT- I O M 

PLAN 1 

Two Room School Buildiojj 



83 




Fir?S-r FLOOR, PL.-AH 

PLAN 1 
Two Roorn. School Buildir^ 




BASEMENT" FLOOR PLA M 
PL-AN 1 
Two Room School Building 



84 




Three-Room Schoolhouses 



85 




First Floor ^\^e>.r^ 
PLAM 1 
Three Room School boildirvj 



86 




FROAJT EUEVATIOAJ 
PL-A N - 1 

Foar Room. School Building 




SIDE ELEVATIOM 

PLAN- 1 

Four Roora School E>uildin.CT 



^JDEr LlEVAJIO/I 



87 




BASEMEMT PLft.^ 

PL-AN-1 
Four Room 5ch9ol Baildir^ 




FIRST ri-OOR. P1_*.M 

PLAN-: . 

Four Roora School Buildiog 



be 





o 

02 












2 
O 

■ — I 

I 

I 




89 




90 




91 




93 



SECTION IV. CONSOLIDATED SCHOOLS. 



THE LAW. 
COMMUNITY CONSOLIDATED SCHOOL DISTRICT. 

§ 84a. Subject to the conditions of Sections 84b, 84c, 84d, 84e, 84f and 84g 
of this Act; any compact and contiguous territory bounded by school district 
lines may be organized into a community consolidated school district. 

§ 84b. Upon presentation of a petition as hereinafter provided, tlie 
proper county superintendent of schools shall submit to the voters of any 
compact and contiguous territory bounded by school district lines the ques- 
tion of organizing such territory into a community consolidated school dis- 
trict at an election to be called by him for that purpose. Such election shall 
be held not less than thirty days nor more than sixty days after the filing 
of the petition. 

§ 84c. The petition herein provided for shall be signed by at least 
twenty per cent of the legal voters of such territory, but in no case shall 
more than two hundred signatures be necessary to make valid any petition. 
The petition shall pray that the question of erecting such territory into a 
community consolidated school district, shall be submitted to the voters of 
such territory, and shall be filed with the county superintendent of schools 
in the county in which the larger portion of territory is situated, not less 
than thirty days prior to the submission of such question to the voters. Such 
petition shall also describe with particularity the territory proposed to be 
organized into a community consolidated school district. Notices of such 
election shall be posted in at least ten of the most public places in such 
territory for at leat ten days prior to the date fixed for the holding of such 
election, and shall be in substantially the following form: 

NOTICE OP ELECTION. 



Notice is hereby given that on the day of. 



A. D , an election will be held at for the purpose of 

voting "for" or "against" the proposition to create a community consolidated 
school district out of the following described territory, to-wit: (Here de 
scribe the territory.) 

The polls will be opened at o'clock. .. .m., and be closed at 

o'clock m. 



County Superintendent of Schools. 
The ballots for use in such election shall be in substantially the folloW' 
ing form: 



For the proposition to create a community 
consolidated school district 



Against the proposition to create a community 
consolidated school district 



93 

The county superintendent of schools calling the election shall furnish 
all ballots, ballot boxes, tally sheets, poll books, forms and blanks neces- 
sary for the proper holding of the election. 

§ 84d. Such election shall be held at such polling place or places as 
shall be designated by the county superintendent of schools calling the 
election, and to the extent that the same are applicable, shall be governed 
by the laws governing the election of school directors. Such county 
superintendent of schools shall appoint necessary judges and clerks of elec- 
tion. If any judge or clerk of election shall fail to attend or refuse to 
qualify, the legal voters present shall choose from their number some one to 
act in his stead. Returns of the election shall be made to the county 
superintendent of schools. The polls shall be open for at least three con- 
secutive hours. 

§ 84e. If a majority of the legal voters voting at such election on 
the question so submitted, shall vote in favor thereof, the territory de- 
scribed in the petition shall be deemed duly organized as a community 
consolidated school district and shall have the same powers and duties as 
other school districts under the laws of this State. The county superin- 
tendent of schools calling the election shall file or cause to be filed with 
the county clerk of each county in which any part of the territory so 
organized as a community consolidated school district is located, a true 
and correct map of such community consolidated school district. 

§ 84f. Community consolidated school districts shall be governed by 
boards of education composed of a president and six members, who shall 
be elected for the same terms and in the same manner as boards of edu- 
cation in school districts having a population of not less than 1,000 nor 
more than 100,000 inhabitants. Boards of education in the community 
consolidated school districts shall perform the same duties and exercise the 
same powers as are imposed and conferred upon boards of education in 
school districts having a population of not less than 1,000 nor more than 
100,000 inhabitants, and shall also exercise any and all powers granted 
to boards of school directors under the proviions of Section 121a of this 
Act. 

Immediately after the formation of any community consolidated school 
district the county superintendent of schools of the county in which the 
greater portion of such district is situate shall call an election for the 
purpose of electing a board of education for such district. Such election 
shall be held not less than thirty days after the organization of such dis- 
trict. 

Petitions for nomination as candidates for president and members of 
the first board of education shall be filed with the county superintendent 
of schools calling the election and in all other respects shall conform to 
the requirements contained in section 126a of this Act. Of the six mem- 
bers of the first board of education two members shall be elected each for 
a term of one year, two members each for a term of two years, and two 
members each for a term of three years from the third Saturday in April 
next preceding their election. Annually thereafter on the third Saturday of 
April two members of such board shall be elected each for a term of three 
years. The president of the first board of education shall serve for one 
year from the third Saturday in April next preceding his election. 

The election for the first board of education shall be held at such polling 
place or places as shall be designated by the county superintendent of 
schools calling the election. Such county superintendent of schools shall ap- 
point necessary judges and clerks of election and shall furnish all ballots, 
ballot boxes, tally sheets, poll books, forms and blanks necessary for the 
proper holding of the election. Except as herein otherwise provided 
such election shall be governed by the provisions of sections 126 and 126a 
of this Act. Returns of the election shall be made to the county superin- 
tendent of schools calling the elections. 

ANOTHER WAY TO EFFECT CONSOLIDATION. 
Sec. 121a. (a) Any two or more school districts may be consolidated 
and all the pupils of the school districts so consolidated may attend the con- 
solidated school in accordance with the terms hereof. 



I 



94 

(b) When it is proposed to consolidate two or more school districts, 
a joint meeting of the directors of the schools it is proposed to consolidate 
shall be called by not less than two directors, representing each district, bj' 
giving not less than five days' notice by mail of the time and place of such 
meeting to each of the directors of all the districts proposed to be consoli- 
dated. By action of the meeting so called, the question of consolidation may 
be submitted to the voters of each district in which a majority of the di- 
rectors shall favor consolidation. The call for such election shall state the 
time of the election and fix the place at the school house in each district in- 
cluded and shall be advertised in the same manner as is or may be provided 
for advertising the election of directors. Such call shall also state the place 
or site of the proposed consolidated school. 

(c) Upon such election, if in each school district the majority of the 
votes upon the proposition shall be in favor of the consolidation, such dis- 
tricts shall be consolidated according to the terms of the proposal. If in any 
one school district the majority shall be against the consolidation, the elec- 
tion shall be of no effect. 

(d) Additional districts may thereafter be added to the consolidated 
school by a majority vote of both the consolidated districts and the districts 
seeking to be included therein, upon such terms and conditions as may be 
fixed by the consolidated district or may be mutually agreed upon. 

(e) The board of directors of such consolidated school, at any time after 
a consolidation has been effected, shall provide free transportation for 
pupils residng at a distance^^ from such consolidated school site. 

(f) Such consolidation and free transportation shall be held to be a 
compliance with paragraph 9 of section 114 of this Act entitling school dis- 
tricts to receive a share of the funds distributed in accordance with section 
35 of this Act. 

(g) The ballot for use in voting upon consolidation under this section 
shall be in substantially the following form: 



For the consolidation of the schools of districts No. 




At 




Against the consolidation of the schools of districts No. 




At 





The electors shall mark their ballots with a cross in the square oppo- 
site and to the right of the proposition they favor. 

(h) If two or more districts shall vote to consolidate, the directors 
of such district shall, within ten days after the election, meet and call an 
election for directors of such consolidated district. At such election there 
shall be elected five directors, two to serve for one year, two to serve for 
two years, and one to serve for three years; directors thereafter elected 
to serve three years. 

(i) The board of directors so elected shall perform all the duties and 
exercise all the powers conferred upon board of school directors, in con- 
nection with consolidated school, and to all intents and purposes, such 
consolidated district shall be and become a single school district. 

ANNEXATIONS TO COMMUNITY CONSOLIDATED SCHOOL DISTRICTS. 

§ 84g. With the consent of a majority of the members of the board 
of education of a community consolidated .school district, territory adjacent 
to such district, may be annexed thereto, in the manner hereinafter pre 
scribed. 



I 



95 

Upon presentation of a petition, signed by not less than twenty per 
cent of the legal voters of the territory consisting on one school district 
or less adjacent to a community consolidated school district, praying for 
the annexation of such territory to such community consolidated school 
district, the county superintendent of schools of the county in which the 
greater portion of such terriory is situate, shall submit the question of 
annexing such territory to such community consolidated school district, to 
the voters of such territory, at an election to be called by him for that 
piirpose: Provided, that no more than two hundred signatures shall be re- 
quired to make valid any such petition. 

Such election shall be called and held in accordance with the provi- 
sions of Sections 84b, 84c and 84d of this Act, so far as the same are 
applicable. 

If a majority of the voters voting at the election on the question so 
submitted, shall vote in favor thereof, such adjacent territory shall be 
deemed a part of such community consolidated school district, and a true 
and correct map of the territory so annexed shall be filed by the county 
superintendent of schools calling the election, in the office of the county 
clerk of each county in which a part of such adjacent' territory shall be 
situated. 



SUGGESTIONS. 

1. The proposed district must include whole school districts. 

2. The petition need not contain the names of legal voters in every 
district included in the proposed consolidation, but it would hardly be the 
best plan to include a district in which no one would sign the petition. 

3. Besides naming the districts to be included by number, the bound- 
ary of the proposed district should be given by metes ^nd bounds. 

4. The vote is not taken by districts nor is a majority in each dis- 
trict necessary. A majority in the proposed consolidated ditricts determines 
the result. 

5. This is required by the county clerk that he may make the neces- 
sary changes on the tax books. 

6. The only additional power conferred by Section 121a is that of 
transporting pupils from a distance. 

7. The election for a board of education should be called by posting 
at least ten notices appointing judges as in the first election. He should 
receive the returns, and notify the persons elected of their election. 

8. The county superintendent should file the petition, a copy of elec- 
tion notices, the returns of both elections, and make a record of all his 
official acts: When petition for the election was received, when and where 
he posted notices, where polling places were authorized, whom he appointed 
as judges. If some so appointed did not act, who were appointed by the 
voters, record the results of elections, and file poll books, and when the 
persons elected as members of the board were notified of their election. 
This is necessary to show the legality of all acts in forming the district, 
should the matter be taken into the courts. 

9. This section provides another way to consolidate school districts. 
In this no responsibilities are placed upon the county superintendent. 

10. When consolidations are effected by sections 84a to 84f, this duty 
also devolves upon the board of education as specified in paragraph 1 in 
section 84f. 

11. The board of education must decide what shall be considered 
"at a distance" in its district. 



96 



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97 

REPLIES TO THE- FOLLOWING QUESTIONS. 

25. In what way do adults of the community profit by the school? 

26. In what particular does the school meet the needs of the child- 
ren and young people in the community in a superior way? 

27. What complaints are made? 

28. What features give the most universal satisfaction? 



SEWARD CONSOLIDATED SCHOOL. 

25. (a) Gives an increased value to the farm lands in the district, 
(b) It gives the child a good education with out leaving home 

to attend the city school. 

26. It brings a greater number of children together than in a one- 









y|iiii 


1 





SEWARD CONSOLIDATED SCHOOL. 



room rural school, thus making larger classes, and the larger the class 
the greater the interest and spirit of competition among the children. 

27. No complaint. 

28. The Agriculture and Home Economic Courses are the features 
that give the most universal satisfaction. 

(Signed) Irvin J. Rowe, 

Principal. 
Seward, Ills. 



BUREAU TOWNSHIP CONSOLIDATED SCHOOL. 

25. Adults use school as social center, and place for community 
gatherings. Ladies of Township have Club which meets at school. 

26. Children have advantages of a much better school, also giving 
tUe teacher more time to devote to the ftee4s qf the individual pupil. 



98 



Young people and old ones as well have a place for wholesome reaction 
and entertainment in the form of athletics, lecture courses and programs 
of all sorts. 

27. No complaint with the majority. Some protest to the high tax. 

28. The feature which gives the most universal satisfaction is the 
fact that the rural child has the same educational opportunities with this 
system as does the city child. 

(Signed) V. C. Ramseyer, 

Princiiial. 
Princeton, Ills. 



ROLLO CONSOLIDATED SCHOOL. 

25. School foster the community spirit. Adults use building and 
equipment for social affairs, grange, short course, etc. 

26. School gives the children better and more schooling, encourages 
college education, raises the standards of living. 

27. No objections from any one. 

28. Community spirit created around the school. Better school ad- 
vantages. Vocational education a factor in the lives of boys and girls. 
Big school budget. More money. 

(Signed) J. R. McEntee, 
Rollo, Ills. 



BENJAMIN FUNK CONSOLIDATED SCHOOL. 

25. Without question the school is the social center of the commun- 
ity. Regular club meetings are held monthly; the women hold the Home 
Bureau meetings here; socials, etc., are held frequently. 

26. Patrons take a greater interest in the school because of the bet- 
ter building, better equipment and better educational advantages, together 
with the better social condition mentioned above. 

27. The school wagon is too slow. It will be replaced by a truck 
next term if the proposed road improvements are made. 

28. Mention is most often made of the advantages derived from the 
teacherage. It is the home for the teachers and janitor, a refuge for 
students living at a distance and are not served by the school wagon, 
a meeting place of committees, school board, farmers' business meetings, 
the center of social gatherings of the older students and the young people 
of the community, etc. 

(Signed) Walter M. Stacey, 

Shirley, Ills. Principal. 



KISHWAUKEE CONSOLIDATED SCHOOL. 

25. Our school is used by the adults of the community as a social 
center; for example, all of the church suppers and functions of that 
kind are held in the school house. Our library is also used extensively by 
the adults. 

26. The consolidated school enabels the children to receive better In- 
struction, by having more teachers and better equipment. It also makes 
possible a great many social events such as basket ball, parties and plays. 
The young people and the adults use the school as a community center. 

27. There are no serious complaints. A few find fault with the taxes, 
and the fact that some of the children have quite a ways to come. 

28. The feature that gives the most universal satisfaction to the 
community as a whole, is the function of the school as a social center. 

(Signed) L. F. McNuklen, 
StlUmao VaUey. IUb. 



99 




TEACHERS' HOUSE. 
Benj. F. Funk Consolidated School. 




SCHOOL AND TEACHERS' HOME. 
Benj. F. Funk Consolidated School. 



100- 

VICTORIA CONSOLIDATED SCHOOL. 

Here is the statement you asked for some days ago concerning the Vic- 
toria Consolidated school. This is a school that will amount to a great 
deal in the comparatively near future, but it has not done all that it should 
have done since the consolidation. 

Of the three districts united, one was practically a unit in opposition 
to the plan. This was, however, due to an ill feeling in that district toward 
the village of Victoria because of telephone and road difficulties. The peo- 
ple of the district fought it all the way through the Supreme Court. The 
directors of the Consolidated district, with this in mind, have moved rather 
slowly and, I think, are wise in doing so. A petition is circulating now 
for the proposed uniting of another district with the present consolidation. 

The plan is this summer to erect a new building that will serve as a real 
community building. As yet the community has not benefited particularly 
through the consolidation. 

The needs of the children are better met than under the old plan in this: 
formerly there were two teachers in the Victoria School and two outside, 
making it impossible to do any real satisfactory High school work. Under 
the new plan there are three teachers doing grade work and two doing High 
school work. The High school has provisional recognition from the State 
Department and receives $1,500 or $1,800 a year as tuition. 

The location of the village of Victoria, eight or twelve miles from the 
towns nearest it, makes it certain that this will be an important school some 
day. 

Very sincerely yours, 

W. F. BOYES, 

County Superintendent. 
Victoria, Ills. 

NEW MILFORD CONSOLIDATED SCHOOL. 

The conditions now existing in this consolidated district are practically 
the same as they were given in the last pamphlet sent out on consolidated 
schools. Just now the district is working under a great burden which has 
necessitated some changes in the system. In 1917 an army cantonment was 
built near the district and gradually extended its territory until now over 
one-half of the consolidated district has been bought by the United States 
Government. There seems to be no law requiring the Government to share 
the indebtedness of the part bought and as a result the payment of the 
entire bond issue has been thrown upon the remaining part of the district. 
This has made a cut in expenses necessary and the high school course has 
been cut to a three year recognized instead of a four year as was the case 
before. 

The taking away of the advantages of a four year high school in this 
community after once having had them has brought the people to realize 
more fully than ever before just what consolidation means to the small 
country community. Efforts are being made now to bring more outlying 
districts into the consolidation and thus to make it possible to build up to a 
four year recognized high school again. This will no doubt be accomplished 
at no far distant date and the citizens of this community look forward to 
the realization of that aim with real interest. 

Trusting that the enclosed material may reach you in time for publica- 
tion, I remain. 

Very sincerely, 

J. N. DONGES, 

Principal. 
Davis Junction, Ills. R. F. D. No. 1. 

HARLEM CONSOLIDATED SCHOOL. 

The city has encroached upon the Harlem Consolidated district. The 
southern end of the district is now known as Love's Park. A year ago last 



101 

summer a comfortable two-room building for temporary use was built in 
Love's Park. I believe about 80 children in first and second grades are cared 
for there. The district voted $35,000 bonds last fall for the purpose of put- 
ting up a fine grade building to replace the temporary building. Work will 
begin this spring. 

Last summer the roof of the old building was raised and $20,000 spent 
in adding the second story. 

This is a case where a consolidated school is being rapidly urbanized. 
In 1908 when the consolidation was effected, the assessed valuation of the 
district was $201,038. It is now $991,977. In 1916, the enrollment was 100. 
It is now 293. Another building had to be erected for the small children in 
one end of the district. The school, however, continues to be the chief com- 
munity interest and maintains the progressive spirit which led to the con- 
solidation. The district is 4^^ miles long and three miles wide. A trolley 
line runs the length of it and through the populous region. The children 
get cheap transportation but have to pay it themselves. 

25. The adults of our consolidated community benefit in many ways be- 
cause of the presence of the consolidated school. They have community 
gatherings of all kinds most every week, including Grange, Aid Socities, 
Parent-Teachers Associations, etc. Community dinners are often served, and 
community dances are popular. The Union Sunday School meets here on 
Sundays. Community Fairs are held annually. Lectures and entertainments 
presented by local and outside people, help make life in this community one 
of great pleasure. 

26. Our students have the great advantage in the grades of having one 
teacher for one grade, 40 minute supervised study periods, and 30 minute 
recitations in the higher grades, the use of an extensive library of good 
books, manual arts, home economics, agriculture, physical training, and 
special work in drawing and music. The high school students have modern 
chemistry and physics laboratories, manual arts, and home economics equip- 
ment. Socially and athletically, the school is well organized with a band of 
27 pieces, a 9 piece orchestra (under hired director), a Home Economics 
Club, Girls' Glee Club, a Piano Club, boys' and girls' athletic teams, debating, 
spelling, and literary teams. Entertainments, basketball games, community 
dances, draw all the young people of the community to the school in the 
evenings, thus making of the school a fine wholesome social center as com- 
pared with others which are not, so wholesome and which would thrive if 
not for the presence of the school. An excellent course of study 
is offered high school students throughout the four years. As 
testimony of the fact that the people in the community love the 
school and its work is the information to you that the people voted almost 
unanimously to bond the district to the limit to pay for the raising of the 
roof of slate on the original building and the erection of another story (mak- 
ing three stories including basement) providing three new class rooms and a 
fine auditorium and gymnasium, at a cost of $22,000 (making present value 
of building $40,000), and to build another graded school in the south end 
and more populous part of the district, at an approximate cost of $45,000 to 
$55,000. 

27. I know of no important complaint registered, unless if at any time the 
people believe the efiiciency of the school along one certain line could be in- 
creased. This, however, is not complaint but constructive criticism. 

28. The excellent social work of the school, and the better educational ad- 
vantages offered stand out prominently as features giving most universal 
satisfaction. 

Yours very truly, 

Ibving F. Pearson. 
Rockford. R. R. 9. 



103 

THE BUREAU TOWNSHIP SCHOOLS, PRINCETON, BUREAU CO. 

The Bureau Township Schools are situated in the rural section nine 
miles northwest of Princeton, and six miles northeast of Wyanet, which 
is the nearest town. The site of the building is in the very center of 
Bureau Township, which contains 36 square miles of the most fertile 
farming land of Illinois. The school is controlled by two Boards. The 
Consolidated Board consists of six districts containing about 18,000 acres, 
while the High School district embraces all of this territory with one addi- 
tional district and two fractional districts. The school site and building 
are owned by the Consolidated Board, who in turn rent the portion of the 



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f 




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* 



Side and rear view. Ready to start home. 

building used for high school purposes to the High School Board. 

It is the aim of this school to meet the educational needs of the 
children and to establish it as a social center in the community through 
various gatherings, entertainments, programs, and athletic meets. 

The officers are: Gilbert G. Weller, president of the H. S. Board; Joe 
Johnson, secretary of the H. S. Board; W. H. Johnson, president of the 
Consolidated Board; Albert Wilson, secretary of the Consolidated Board; 
V. C. Ramseyer, Superintendent of Schools. 

HISTORY. 

As this particular community was rather isolated from high school 
facilities, the people had for some time begun to see the needs of some 
system of centralized schools. Through the efforts of the County Super- 
intendent, Geo. O. Smith, and several influential citizens of the township 
the plans for consolidation were discussed as early as 1915, but not until 
the spring of 1917 was anything accomplished. An election of officers for 
the new district was called, resulting in the election of W. H. Johnson, 
as the first president, Albert Wilson, as the first secretary, and Wilbur 
Trimble as the remaining Board member. Later the High School Board 
chose Gilbert G. Weller, president of their Board, and Curtis Plum, secre- 
tary. 

It was seen immediately that a new building and a suitable site were 
a necessity, and on August 7, 1917 the proposition was submitted to the 



103 

voters who bonded themselves for the sum of $24,000 extending over a 
period of twenty years. Since then the voters have seen the need and 
advantages of such a system, so in order to give it the proper support they 
have bonded themselves for about $50,000. 

Ten acres of ground for the site were donated by Mr. and Mrs. W. H. 
Johnson, Mr. David Young, Mr. Albert Wilson, Mr. Wilbur Trimble, and 
Mr. Charles A. Johnson. 

Plans for the new building were drawn immediately, but because of 
the war and the high cost of material the contract was not let until May 
4, 1918. The work on the structure was not completed until the following 
spring. Monday morning, April 7, 1919, work was begun in the new build- 




Assembly hall, also used for study room by the high school. 

ing with a teaching force of five, and an enrollment of more than one 
hundred pupils. 

THE SCHOOL BUILDING. 



The building is beautifully located on a ten acre plot of ground situated 
in the very center of the township from which one may gain a panoramic 
view of thousands of acres in any direction. 

The outside walls of the building are made of ragged finished hard 
brick. It measures on the ground 90 feet in length, and 68 feet in depth. 
The architecture throughout is of pleasing design, and no pains have been 
spared in making it attractive as well as practical. There are two floors, 
the basement and two others. The building has two entrances, the north 
or front entrance leads by means of a vestibule and flight of stairs to the 
first floor corridor. At Taoth. ends of this corridor Is an entrance from the 



104 



east and west sides. From the first floor corridor one may have access to 
either the basement or the upper floor. 




Si^i 



:ii1P 










Where do you find them better? Each is grateful for this school. 

The basement contains a gymnasium, directly underneath the audi- 
torium, with toilet facilities, dressing rooms and shower baths at either 




Lunch room. Children grouped in one corner. 

end On the southwest corner of the basement is the engine room con- 
taining the proper equipment tor airect steam heat, and gasoline gas for 



L05 



the laDoratories. The space at the north end of the basement is divided 
into two rooms, the one of which is equipped splendidly for the depart- 




Class in Agriculture. 




Domestic science room. 

ment of Home Economics; more than $1,000 were spent during the past 
year for this department alone. The other rooifi will ultimately be used 



106 

for manual to-aining, but is now being used as a central lunch room by 
the entire school. 

Occupying one-half of the space of the first floor is the spacious audi- 
torium and high school assembly hall with a seating capacity for more than 
400 people. At one end is an elevated stage 25 feet square with two dressing 
rooms of ample size; while at the back end of the auditorium are two class 
rooms with folding doors which may be opened and made a part of it. 
Across the corridor are two class rooms, 21 x 30, and four cloak rooms. 

Passing to the upper floor one finds to the north side of the corridor 
two class rooms, a well lighted library; and the outer and inner offices of 
the Superintendent. To the south of the corridor is a raised floor with a 
large room in the center for the sciences, and at each end of this floor a 
suite of two rooms for agricultural and commercial work. 

Artificial light is furnished to all parts of the building at any time of the 
day. The current is obtained from the Spring Valley Utilities Company 
about thirty miles distant. Water under pressure is available on all the 



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Basket ball team and instructor in gymnasium. 



floors, including the basement Bubbling drinking fountains furnish drink- 
ing water in both corridors for the children. The gravity system of ventila- 
tion allows fresh air to circulate freely through the rooms. 

It was the plan of the architect to make the building as nearly fireproof 
as possible. Wood was sparingly used, and the stairs within and without 
the corridors are all solid concrete. The finish coat of the corridors, vesti- 
bule, and the stairways is a composition known as terrazza, which is not only 
beautiful, but will wear indefinitely. 

EQUIPMENT. 
The supply of equipment is still rather meager in comparison to pro- 
posed plans. The library on the upper floor is a well lighted room equipped 
with a large library table, chairs and sectional bookcases. It contains about 
500 indexed bound volumes, besides many pamphlets and bulletins. Several 
of the best literary magazines, agriculture and home economics journals, and 
a good daily paper are taken by the school. 



107 

This year a gasoline gas machine was installed which furnishes gas for 
cooking in the Home Economics laboratory, and for the Bunsen burners in 
the science department. 

The Home Economics department is well equipped with cabinets, cup- 
boards, tables, sinks, and an almost complete line of utensils. Eight new 
desks have been added, thus permitting sixteen girls to work at one time. 
Sewing machines have been installed also. 

The department of Agriculture has ample equipment for the work offered, 
including miscellaneous apparatus, miscroscope, new laboratory' tables and 
desks, and apparatus cases. An abundance of ground is available for experi- 
mental purposes. The departments of chemistry and physics will be de- 
veloped more fully in another year. 

The class rooms of the grades are well equipped with maps, pictures, and 
reference books. In several of the rooms the new Chicago desks have been 
placed. 




Basket ball team and the principal, the instructor. 

The assembly room and auditorium have a splendid collection of pic- 
tures, and pennants. An excellent piano is the property of the school and Is 
used in the opening exercises and in giving entertainments. The school also 
owns a Victrola which is used in teaching the folk dances and games to the 
smaller children. 

. On the upper floor is the Superintendent's office, which is equipped with 
office desk, typewriter, typewriter desk, bookcase, office chairs, and telephone. 
A large stable owned by a stock company provides a very comfortable 
place of twenty-four stalls in which are kept the cars, horses, and rigs. 

COURSE OF STUDY. 

The Superintendent of the Schools is elected by both the High School 
Board and the Consolidated Board, and is in charge of both the high school 
and the grades. 

Pupils are admitted into the high school from the grades upon com- 
pletion of the eighth grade in this school, or from any recognized school do- 
ing equivalent work. The work is planned in accordance with state require- 



108 

ments, thus permitting pupils to enter college upon completion of their work 
in high school. Sixteen units are required for graduation from the high 
school. A year at least of agiculture or home economics is required in order 
to obtain a diploma. Physical training is compulsory of all pupils, unless a 
certificate is furnished from a physician stating that the child's health will 
not permit. 

The course of study follows: 

First Semester. Second Semester. 

FRESHMAN YEAR. 

♦English 1. *English. 

♦Physiology. *Physical Geography. 

♦Agriculture. ♦Agriculture. 

♦Home Economics. ♦Home Economics. 

♦Algebra 1. ♦Algebra 1. 

SOPHOMORE YEAR. 

♦English 2. ♦English 2. 

♦Latin 1. ♦Latin 1. 

♦Plane Geometry. ♦Plane Geometry. 

Agriculture. Agriculture. 

Home Economics. Home Economics. 

Manual Training. Manual Training. 

European History, Part 1. European History, Part 1. 

Zoology. Botany. 

JUNIOR YEAR. 

♦English 3. ♦English 3. 

♦Latin 2. ♦Latin 2. 

♦Physics. ♦Physics. 

Agriculture. Agriculture. 

Home Economics. Home Economics. 

European History, Part 2. European History, Part 2. 

Bookkeeping. Bookkeeping. 

Solid Geometry. Solid Geometry. 

SENIOR YEAR. 

♦English 4. ♦English 4. 

♦American History. ♦American History. 

♦Algebra, Advanced. Commercial Arithematic. 

Latin 3. Latin 3. 

Chemistry. Chemistry. 

Agriculture. Agriculture. 

Home Economics. Home Economics. 

Civics. Economics. 

♦Required course. 

ATHLETICS. 

The school has excellent facilities for athletics. A large gymnasium is 
located in the basement with large bleachers to accommodate more than 400 
spectators. Shower baths and dressing rooms are located at each end of the 
building for both the boys and girls. The basket ball cage is a regulation 
size floor 35x60. 

Football is played in the fall of the year and baseball in the spring. On 
the ten-acre campus a splendid gridiron and baseball diamond have been 
laid off. Tennis courts and a track are to be made in the near future. Dur- 
ing the winter months four basketball teams are organized, two boys' and 
two girls.' 



109 

The Athletic Association to which all students belong is a very thriving 
organization with about $200 in the treasury, this amount having been 
received from the games and entertainments. 

All pupils are required to take physical training or participate in some 
branch of athletics, as it is the aim of the school to develop the child phys- 
ically as well as mentally. 

SCHOOL AND SOCIAL ACTIVITIES. 

All the high school pupils belong to one of the two Literary societies; a 
program is given by one of the societies every two weeks. At the end of the 
year an inter-society contest is held. Each grade must give a program on 
some Friday at least four times during the school year. 

At various times during the year home talent plays and other entertain- 
ments are given. 

During the early part of the school year the patrons give their annual 
reception to the teacher, thus giving the new teachers an opportunity to 
become acquainted with the parents. 




Where conveyances are kept. 

Near the end of the basketball season a local tournament is staged in 
which all the surrounding high schools participate. And at the close of the 
basketball season a banquet is given to the players. For all such occasions 
the Home Economics rooms are a very delightful asset. 

PLANS FOR FUTURE DEVELOPMENT. 

The school now has seven teachers, but more are to be added in 
another year. 

Plans are under consideration for a Teachers' Home, and in all proba- 
bility it will be erected within another year. 

A Community and High School music and lecture course is being organ- 
ized which will add much to the literary standard of the community. 



110 




The John Swaney Consolidated School. 
This school was organized to meet the needs of a rural community. 
The smallness of the district limited the funds necessary. A community 
high school district has been voted by the people. This will give amplfe 
funds The building will be enlarged and better equipment and more 
teachers will be provided. A teachers' cottage is provided by the district. 




Harlem Consolidated School, near Rockford, Winnebago County. 
The district having increased in population and wealth, this building 
has been enlarged and another built to accommodate the primary grades in 
the populous part of the district. 



Ill 




RoUo Consolidated Schools. 

A community high school district has been super-imposed upon this 
district providing ample revenue to conduct a most efficient school, for 
country children. The community church and the teachers' cottage, in 
addition to the school house and large ground floor gymnasium, make this 
a real community center. 




The Ben F. Funk Consolidated School, McLean County. 



112 




Kishwaukee Consolidated School Building. 
These are rather small districts, but the provisions of the non-high 
school district law enables them to have good three-year high school 
courses and the tuition for the fourth year is paid by the non-high school 
district board. 




New Milford Consolidated School. 



113 



SECTION V. HIGH SCHOOL PRIVILEGES. 



The most pressing need of the country child is a chance to get schooling 
beyond the elementary course. If he attends regularly and is fairly well 
taught, he completes the elementary school at fourteen years of age. Before 
rural school work was systematized the country child attended school much 
longer and to his great profit. Between fourteen and eighteen years of age 
he pursued the common school branches more thoroughly than the child of 
thirteen can do it. But this is not feasible now. The high school alone can 
meet his needs in these modern times. To send him to a high school where 
he has to live away from home is a risk which parents are loath to take. A 
four year high school near enough so that he can be at home every night is 
necessary if the country child is to have a fair show for success. Even if he 
has access to a good two or three year high school only, it is a great ad- 
vantage, for when he has completed this he is old enouglx to be sent away 
from home. 

This need is being met in some states by the consolidation of the country 
school providing a high school course. 

It is being done in this way to some extent in Illinois, but the difllculty 
of conveying the small children over the prevailing roads deters many peo- 
ple. When the hard roads which are planned are completed, consolidation 
will progress much more rapidly. At present high school privileges are pro- 
vided for the older children while the elementary school work is being done 
in the one-room schools within walking distance of home. 

HIGH SCHOOL TUITION. 

In every county a board of three members of which the county super- 
intendent is secretary is elected to levy a tax on all the territory of the 
county not in a district maintaining a four year high school and the tuition of 
all eighth grade graduates residing in this territory is paid in any recognized 
high school which the pupil may select. Since the two and three year high 
schools are supported by this high school fund, conditions are very favorable 
for their establishment. As these schools are supervised by the State Depart- 
ment of Public Instruction the work is such that the pupils receive full 
credit when they enter a four year school to complete the course. It is esti- 
mated that 75 per cent of the country children are within less than six 
miles of a high school. Many of the village high schools which before were 
not worthy of the name, under the influence of the high school tuition law 
and State supervision, are meeting the requirements and are affording good 
facilities for two and three years. Others are being started in centers fur- 
nishing enough pupils, 

COMMUNITY HIGH SCHOOLS. 

For many years Illinois has been establishing township high schools. In 
forty-four years seventy-three of these were established. Being under a 
board which is not concerned with the elementary schools but deeply inter- 
ested in the high school, these have been of a high order. Conditions, too, 
are favorable for continuous progress. The community center of a township 
is central in only a few townships in the State. Hence, the township plan 
did not meet the needs of most of the communities. 



114 




115 




Front View, Auditorium, Athens Community High School. 




Rear View, Athens Community High School Auditorium. 



116 




Gymnasium, Athens Community High School. 

For eight years a community high school law has been in operation and 
during that time in spite of adverse court decisions which impeded their 
establishing, two hundred and thirty-eight have been established. At the 
present time they are being organized at the rate of one a day. These are 
four year high schools and most of them are located in small towns, villages 
and some in the open country. As a rule, they are responsive to modern 
ideas and maintain courses in agriculture, shop work, domestic economy and 
business courses. The house generally serves as the community center and 
the school influences the life of the community. 

It is probable that when the problem of transportation of the children to 
and from school can be solved, that the community high school districts will 
arrange to convey all the children to the central schools. The housing prob- 
lem can be easily solved by the addition of rooms to the present building. 



HIGH SCHOOL STATISTICS. 

Number of four year schools 540 

Number of three year schools 94 

Number of two year schools 141 

Total recognized high schools 775 

Enrollment in first year of school 176,144 

Enrollment in eighth year of school 87,716 

Enrollment in first year of high school 46,457 

Enrollment in second year of high school 31,444 

Enrollment in third year of high school 18.70^ 

Enrollment in fourth year of high school 15,953 

Total high school enrollment 112,557 



117 

It appears that the number entering the first year of high school is 26 
per cent of that entering the first year of school, and the number entering 
the first year of high school is 53 per cent of that entering the last year of 
the elementary school. The number entering the high school is 79 per cent 
of the graduates of the eighth grade. 







118 




119 



AVAILABLE PUBLICATIONS. 



The following publications may be obtained free from the Superintendent 
of Public Instruction so long as the supply holds out. 

FOR ELEMENTARY SCHOOLS. 

1. Arbor and Bird Day booklets containing matter suitable for nature 
study. Circulars Nos. 4, 25, 32, 47, 62, 68, 77, 83, 97, 113, 128, 134. 

2. Memorial Day booklets containing matter suitable for patriotic in- 
struction. Circulars Nos. 7, 26, 33, 49, 56, 63, 69, 78, 84, 102, 119, 131. 

3. Mothers' clubs. Circulars Nos. 18, 43. 

Programs and Suggestions for School and community meetings, 
Circular 111. 

4. Corn Day Annuals. Circulars Nos. 34, 38, 73, 80. 

FOR HIGH SCHOOLS. 

5. Circulars pertaining to the recognition of high schools. Circulars 
Nos. 108, Recognized Higher Institutions of Learning; No. 112, Laboratory 
Equipment for Recognized High Schools; No. 120, Working Libraries; No. 
135, Recognized High Schools; No. 142, Announcements and courses of study. 

BULLETINS ISSUED BY THE BOARD FOR VOCATIONAL EDUCATION. 

Bulletin No. 1. — Statement of plans and policies. 

Bulletin No. 2. — Information desired in application for approval of plans 
for vocational instruction in trades and industries. 

Bulletin No. 3. — Information desired in application for approval of plans 
for instruction in vocational agriculture. 

Bulletin No. 4. — Information desired in application for approval of plans 
for instruction in vocational home economics. 

Bulletin No. 5. — Information desired in application for approval of plans 
for teacher training in trades and industries. 

Bulletin No. 6. — Information desired in application for approval of plans 
for teacher training in vocational agriculture. 

Bulletin No. 7. — Information desired in application for approval of plans 
for teacher training in vocational home economics. 

Bulletin No. 8. — Six months directed or supervised practice in agricul- 
ture. 

Report of Executive Officer, February 1, 1918, to December 1, 1918. 

Bulletin No. 9.— Plans for the year 1918-19. 

Bulletin No. 10. — Manual and note book for supervised practice in agri- 
culture. 

Bulletin No. 11. — Courses of study in vocational agriculture. 



120 

Bulletin No. 12. — Types of courses in industrial education. 

Bulletin No. 13. — Part-time or day continuation schools. 

Bulletin No. 14. — Trade extension courses in evening schools. 

Bulletin No. 15.— Illustrative material for teaching agriculture in the 
high school. 

Bulletin No. 16. — ^A Bibliography of Agricultural Books for the High 
School Library. 

OTHER PUBLICATIONS. 

Circular No. 129. — Suggestions for Courses in Agriculture. 

Circular No. 140 — The Certification of Teachers, containing the law and 
complete information. 

Circular No. 141. — School Directory, containing addresses of Superin- 
tendents, principals of elementary schools, principals and teachers of recog- 
nized high schools. Faculties of State Institutions of Learning. 

Catalogue Illinois Pupils' Reading Circle, containing lists of suitable 
library books. 

Circular No. 144. — Standard Elementary Schools, containing information 
concerning the Sanitation Law, Standard Schools, School Houses, Con- 
solidated Schools, High School privileges. 















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